China from the Inside includes four episodes that "survey China through Chinese eyes to see how history has shaped them, and where the present is taking them." Episodes include the following:
Power and the People Women of the Country Shifting Nature Freedom and Justice
After my sophomore students read Gail Tsukiyama’s novel, Women of the Silk they watched Episode 2: Women of the Country. This episode discusses the past and future of Chinese women. If you plan to watch this film in your classroom, I suggest visiting the website pbs.org/kqed/chinainside for online discussions, maps, U.S.-China quiz, and lesson plans. Although these instructional materials are useful, I created my own quiz for Episode 2: Women of the Country. My students were highly interested in watching this film. An alarming fact stated in this episode regarding China’s "Birth Control Policy" is by the year 2020 there will be a shortfall of 40 million women if the gender baby bias does not stop. The entire film is approximately 240 minutes, however each episode is about 1 hour.
Ling, Lisa, host. China's Lost Girls. 2004. DVD. National Geographic, 2004.
Before my sophomore students read Gail Tsukiyama’s novel, Women of the Silk they watch China's Lost Girls. This National Geographic film examines the consequences of China's "one-child policy." Since there is a traditional preference for boys (as read in Women of the Silk), many young girls are often hidden, aborted, abandoned, or even killed. Due to this preference, some abandoned girls end up in orphanages across China and adopted by American families. The current gender imbalance in China may very well have a negative effect on China's future. As it becomes more and more difficult for men to find a wife to marry, women may be kidnapped or violence may erupt. The film is approximately 43 minutes.
Though I had a hard time understanding everything in the film since I am not as familiar as some with China’s history, this movie takes place around the time of Chinese unification, where many provinces were forced through war to come together. Loosely based on a story from around that time, a Nameless warrior played by Jet Li slays three enemies of the state and presents their swords to the emperor. Narrated by the Emperor of Qin and Nameless, the plot is based around Nameless's three fights. The movie is beautiful with the flying martial arts (something I know nothing about- but it’s nice to look at) and there are great visuals. Yinzheng's desire to conquer his six neighboring provinces and unify the country led to years of bloodshed, and in this film, there are 2 men and a woman, who are mentally powerful enough and adept in their fighting skills to go against him. Jet Li is marvelous as the Nameless one, and the girl is beautiful as Flying Snow. As a film, it is all beautiful, with everything taken into account: music, bright color, panoramic vistas, costumes, etc. Students will love it just for that.
The story plays in a decently complex fashion as we travel with the words of Nameless or the Emperor to events that either were or might have been depending on Nameless's honesty. However, at heart there is more to this story than just that, because each of Nameless's adventures (real or unreal) tell tales of sacrifice and love, for people and for nations. Overall though, I like the story. I especially found it fascinating how the story wound around Nameless's intentions for seeing the Emperor. From what I understand, this movie was inspired by a strong sense of nationalism, maybe for what China was like then as compared to now and how it would like to become. It is important to acknowledge the underlying theme of patriotism for China. For older students, I think that showing this film as a visual for this time in history is wonderful. It is also a great example of what the Chinese government wants their people to see as their own history. It a story of self-sacrifice, something that is seen as honorable and necessary by the Chinese.
We are watching the film EMPIRE OF THE SUN in my Humanities classes this week. This film was directed by Steven Spielberg in 1987. It is a film that did not make the kind of money at the box office that his films normally make;however, it was critically acclaimed. The film has one of the better performances by a child actor I have ever seen on film, by Christian Bale (The new Batman).
The film is based on J. G. Ballard's autobiographical novel. It focuses on a young boy named James Graham who gets separated from his parents on December 8th, 1941 when the Japanese invade Shanghai. He eventually befriends a man named Basie (Played by John Malkovich) who becomes a father figure to him. James and Basie are captured and taken to a detention camp at Soo Chow. The film deals with loss of innocence and other themes associated with "rites of passage" movies and novels.
I find that this movie is a good basic introduction to my Asian literture section. It deals with the Japanese occupation of parts of China during WWII. The point of view is from the English perspective. After the film is over, I give a lecture about the history between China and Japan. It also introduces my students to the theme of "living with war" which is the subject of many of the Asian stories we read in my class.
If I were to rate this film, I would not rate it as one of Spielberg's best, but his 'ok' is usually better than most director's 'great.'
I really enjoyed this film. Not only was it a great story about father and son relationships, but it also had a lot of content that shows interesting aspects of Chinese culture. This film is mainly a story about a father, Mr. Takada, who has been estranged from his son for a very long time. Just when he decides to try to mend the rift between them, he finds out that his son is sick. He goes to visit his son inthe hospital but his son refuses to see him. His son's wife shows him a video that his son, Kanichi, had filmed of a Chinese folk singer who invited him to come back in a year to film a well known ballad, "Riding Alone for Thousands of Miles." Thinking that filming this ballad is very important to his son, Mr. Takada decides to go film it for him.
The rest of the film involves Mr. Takada's journey through China and all of the obstacles he must go through in order to accomplish this goal. On his journey he meets the son of the folk singer he is trying to film. The relationship he develops with this boy helps him come to a better understanding of his own son. I found this film to be a touching story illustrating the sometimes misunderstood bond between a father and a son and how they come to know and respect eachother again.
I think this would be a great film to use in a high school classroom. Although, as mentioned in another post, there was a short scene in which the boy needs to use the bathroom and has no privacy...(There was a similar scene in a Korean film "The Way Home." Is there some cultural relevance to this that we Americans don't understand?) This is a very small part of the film which otherwise has a lot of interesting things to discuss, such as: -use of technology: Even in very rural and seemingly primitive communities, Mr. Takada could get cell phone reception. -values and culture. -various aspects of social, political, and professional relationships. -vastness of the geography of China.
Even though I can't use this type of film for actual instruction for my students, I enjoyed the film and would recommend it to others even if they aren't taking a class on China. [Edit by="lrathman on May 9, 10:26:29 PM"][/Edit] [Edit by="lrathman on May 14, 9:40:49 PM"][/Edit]
This site (Democracy Now) has a video clip of an interview with the Chinese Canadian filmmaker Yung Chang.
His documentary Up the Yangtze looks amazing. I haven't viewed it yet, but here's a brief summary:
"Up the Yangtze: Documentary Takes on Social Impact of Three Gorges Dam in China
The Three Gorges Dam along China’s Yangtze River is the world’s largest hydroelectric project and is due to be completed in 2009. Widely touted as a feat of modern engineering, the dam was supposed to stop flooding along the river and provide clean energy to fuel China’s economic boom. But it has also gained notoriety as an environmental and human catastrophe. Up the Yangtze is a critically acclaimed new documentary about the social impact of the Three Gorges Dam. We speak with Chinese Canadian filmmaker Yung Chang. "
The Blue Kite is a wonderful movie about China during the turbulent 1950’s all the way through to the Cultural Revolution of 1968. It follows the life of one boy Tietou and his family trying to live their lives within the context of Communist China. It is heartbreaking at times, especially the close shots on family struggles. At the same time it quickly and staggeringly captures the confusion of a world turned upside down, there is a scene near the end when the school kids begin shouting “boycott classes” and storm their school building, throwing rocks, breaking windows, leading to a finale wherein the school’s female principal is humiliated and badgered in front of her students by the Red Guards.
The film was not rated but the content was pretty mild for the most part, in terms of using in a classroom. There are a few profanities uttered, in Chinese with subtitles below, as Tietou grows older but a clever use of the remote could skip ahead to the next scene without much profanity.
In a nutshell the film operates in three chapters, Father, Uncle, and step-father. In all cases the subject of the chapter works as an important role model for Tietou until they met an untimely end. In the father’s case he is betrayed to the party by a causal conversation his friend relates to a superior, he dies far away from home crushed by a tree at a work camp. The uncle, the one who unwittingly sealed his friend’s fate by discussing their true feelings with the supervisor, eventually confesses his feelings of guilt to Tietou’s mother, they marry and then he dies from an overworked liver and not enough food, and maybe a guilty conscience. Finally, the mother in a continuing attempt to provide a quality life for Tietou marries a very successful older man, a veteran of the war against Japan. In the film’s finale he reveals to his new wife and step-son that posters criticizing him have been raised at his work, the Cultural Revolution is raising its ugly head. He sees no option except for divorce so they won’t be tainted by his fall. They visit him in time to see him carried off by an angry mob of disrespectful Red Guards who then recognize the wife, arrest her and finish by beating Tietou. He groggily awakens in the dirt to see the tattered remains of a blue kite he was flying with his “little nephew,” a sad reminder of how things used to be. His dad used to make blue kites for him all the time.
An excellent film, worth the effort to find and preview. Recommended for World History in the 10th grade to highlight the standards on Maoist China.
I checked it out from the Redondo Beach Library. It was great, a week's use without any cost. It was in DVD format so the quality was quite good. I believe it is also for sale through vendors like Amazon.
People give up their lives for many reasons. Thus the beginning of Quentin Tarantino’s “Hero” (2002)—a stunning film set in the pageantry and grandeur of the Qin dynasty—with a hauntingly authentic soundtrack. “Hero” is a significant study in a contemporary analysis of hero myths traditionally whitewashed with western classicism and values.
Director Tarentino might raise some eyebrows at first, as some educators familiar with “Kill Bill” and “Pulp Fiction” might question the film’s appropriateness for high school viewers. But Tarentino summons the hero warrior as tasteful art form true to standard martial arts films, along with the Chinese penchant for historical television and cinema. Tarentino not only contrasts traditional notions of classical heroes, but also compliments such study with bold, Zen-like Asian style.
Martial arts and music share same thing complexity and similarity of melody; says the film. The film’s focus on martial arts and sword fights are obvious nods to Tarantino’s well-known fascination with Chinatown kung fu style. Characters’ flying flips and sword fighting maneuvers are clearly influenced by Ang Lee’s “Crouching Tiger Hidden Dragon (2002), making Tarantino’s similar cinematic focus seem almost cliché. The mystery of swordplay and symbolism archetypal, not only common in western word and classical mythology but true to Chinese spirit as well.
Heroes are traditionally male, according to tradition. And the unnamed warrior protagonist in “Hero” is no exception. However, the film makes no gender stereotypes, either—raising questions similar to those evoked by the traditional Chinese poem of the sixth century—The Ballad of Mulan of the nature and definition of heroism. “Hero” is an excellent example for girls still socialized to be silent and submissive. Young Asian girls, especially, are in need of female confidence and strength. Dying for love or country is a common motif in mythologies around the world-what’s not is “Hero’s” unique retelling of standard symbolism. Asian style.
I watched the film “Hero” because it is a very big accomplishment for Chinese cinema. With their 20 million dollar budget it is by far their biggest project to date.
My favorite part is the incredibly complex and interesting ending. There are actually four different acts which contain separate accounts between Nameless and Qin. Each of these accounts has its own color scheme. This was done in “Traffic” as well. I could see using this part in a language arts classroom where we would talk about different tones, moods, etc.
In a comparative film class or unit I could see using this film in contrast to “Crouching Tiger, Hidden Dragon.” The main differences are that “Hero” is more emotional and introspective. There is much artful imagery (billowing of hair, sunny vistas). There are many more lyrical compositions. Also, the dialogue in “Hero” is more traditional Chinese (terse, stoic) whereas the dialogue in “Crouching Tiger…” is more western. Also the main intrigue in “Crouching Tiger…” was the complex characters; in “Hero” it is the banter between Nameless and Qin.
Hold your tongue in a man’s presence? A Mormon polygamist compound? A fundamentalist Islamic revival? No, just “Mulan,” Disney's 1996 animated movie about legendary Chinese heroine Hua Mulan, the subject of the sixth century poem “Ballad of Mulan.” While the film attempts to subvert sexist stereotypes with a daring supposition of a cross dressing woman warrior — a gender bender frequently employed by women throughout history (Elizabeth I and novelist George Sand are just two examples) Mulan ends up ironically promoting oversimplified standards of gender and race.
Stereotypes abound in Mulan. The film is a useful teaching tool for educators interested in exploring racist and sexist stereotypes, however, along with traditional notions of heroism and cross-cultural connections between different literary genres.
Students can be encouraged to jot down stereotypes in Mulan, both Chinese and Asian stereotypes in general, which are thrown in the Mulan mix like different types of dim sum. (Mulan is dressed Geisha like in one scene, for example, a distinctly Japanese —not Chinese —tradition). But as everyone at Disney knows, no matter. Most Americans probably don’t know—or notice—anyway.
Savvy viewers know the real story of Mulan—her final, famous death by suicide—is not appropriate for children. Similarly, the true story of Pocahontas, raped and exploited, or Hercules, a noted misogynist who brutally murders his wife and children, are equally unsuitable for younger viewers. Critical thinkers wonder, however, whether blatant historical omissions and revisions are justifiable. And while it is no surprise Mulan doesn’t address hard issues of critical race theory, perhaps reflective of the model Asian minority in general, one wonders about generalized portrayals of Chinese in the movie, emphasizing sage, old ancestors complete with chopsticks and Fu Manchu whiskers—while omitting any useful exploration of cultural symbols and stereotypes such as foot binding or female infanticide. Indeed, such a depiction lends itself to constructive discussion about female genocide—gynocide—both then and now.
Silence has historically been an admirable trait in women, like children, encouraged to be pretty and present but without a voice. This explains the significance of voice in feminist critical analysis, a useful exploration for educators in a variety of classrooms.
This documentary is a recent release that compares the study habits and college goals of high school students in India, China and the United States. The film's thesis is " America is the one country that doesn't seem to recognize that they are in competition for the 'great minds' and 'capital' of the world community." The film explores the study habits, time-management skills and goals of six students, two from each of the three superpowers of the 21st century. This film is appropriate for use in the middle school through high school classroom, however, a lot of vocabulary development would be needed in the lower middle school greades. It would be an excellent resource for a high school economics class. I plan to use this film in two ways. First, I am going to use it as part of a goal setting lesson with my sixth graders. Prior to this lesson, their goal setting knowledge will be limited and their background in economics non-exsistent, so with this age student the lesson will require a great deal of pre-activity and discussion. The students will compare East Asian student goals to their own and create an academic goal with their middle school/high school education in mind. I also plan to use this documentary as an opinion piece and have the students plan and write an essay where they agree or disagree with the thesis as stated by the filmmakers. I would recommend a visit to the film's website for further ideas about how to use it in your classroom.
This is a Korean film that shows the substantial difference between rural and urban living environments in Korea. In this film a young boy is taken by his mother to live with his grandmother in a very primitive rural home while the mother straightens some things out back in the city. The boy is used to having electricity, indoor plumbing, video games, and fast food. The grandmother's home is rustic to say the least. In addition, she is also mute and deaf. Although this film was supposed to show how the boy learns to respect his grandmother, it was very difficult for me to sympathize with his character. I found the young boy's behavior in the film extremely annoying. He was disrespectful to both his mother and grandmother and extremely used to having his own way. He did improve by the end of the film but I was so annoyed by him that I couldn't really feel proud of his progress. The grandmother's character in the film had completely the opposite effect. She was strong, patient, and loving. I sometimes thought a little too much so as far as how much she worked to gain the boy's respect.
Although I assume the boy's "spoiled" character in the film is meant to be a bit more extreme than an average child, this movie reminded me of a comment made by a former colleague, who has since retired. It was a generalization about the behaviors of various groups of Asian students stating that Japanese students were the best, then Chinese, and that the Korean students were less well behaved (especially boys). I have also heard that in Korea and some other Asian countries, boys are allowed a very free reign with very little discipline until a certain age. Is that what was going on in this film? I had always thought of comments such as the one by my former colleague to be over generalized, stereotypical, and prejudiced. This film made me question that. Since this film seemed to have gotten rave reviews, maybe it wasn't far off base? Are a lot of young boys raised in Korea allowed to act so disrespectful of their parents and others? Just a question, maybe I missed something in the film. ( I do have a very small TV and the subtitles were difficult for me to read sometimes...) Could anyone share some insight as to the accuracy or inaccuracy of how children are generally expected to behave in the Korean culture?
Tarantino's name was only added to the promotional packaging due to some politics which prevented Miramax from releasing director Zhang Yimou's excellent film until two years after it was released in Asia. Tarantino added his name to the box to draw US viewers but it had long been wrapped.
As well he should have because it an fantastic film. The long slow mood building camera shots might have been tiresome to some American viewers but they underscore one the important qualities of Zhang Yimou's films. His scenes convey moods in all respects, the colors, weather, costume, language, all of it fits together just so. This film is an excellent resource for my 7th graders, when we are studying China we watch the three minute clip when Nameless and Flying Snow defend the calligraphy school from the Chinese Emperor's massed army. It is an visually stunning moment which the students can witness the costumes, the weapons, the tactics, the building styles, etc... in helping them visualize ancient China.
I think your review of "Mulan" and the other folk "heroes" is very thought provoking. All the Perault and Grim fairy tales all also have a dark side. But I think as civilization "advances" , the folk tales should change... not to hide the originals but to strive towards a higher ideal. To show where we've come from and where we hopefully will progress to.
When I taught 6th grade I always had an interesting discussions with parents on back-to- school night. I would discuss the famous Greek plays... among them Oedipus Rex. I told them don't be alarmed if your children come home and tell you a story about a man who killed his father and married his mother...It always got a big chuckle. But you have to tell the Greek stories to see where our literature gets its idea of fate and tragedy.
I use "Mulan" as a springboard to discuss the problems girls/women face in every society.[Edit by="mwhittemore on May 21, 2:25:20 AM"][/Edit]
"Not One Less" is a G rated movie suitable for use in the classroom and something our students would relate to while connecting with the rural vs. urban differences in China today. It is by Zhang Yimou ("Raise the Red Lantern") and uses real townspeople in a type of docu-drama. The movie has English subtitles but requires little reading to understand. This movie has been on my mind for awhile, especially as a teacher and faced with the recent California budget crisis' impact on teachers and students. I saw a t-shirt recently: "No ChildTeacher Left Behind". The substitute teacher in this movie, "Teacher Wei" , would have liked to wear this shirt. The story is about a 13 year old girl who is asked to substitute for the village teacher in a one-room school house while the regular teacher visits his ailing mother. She is obviously ill-prepared, the "myopic leading the blind", with few supplies (one box of chalk to last one month), and with an "administration" that allows full autonomy, unless the students are M.I.A. What is so touching is the transformation of Teacher Wei as she grows into her role. It is remarkable how universal the student-teacher issues can be, i.e. the recalcitrant student, the class comedian, and the classroom management strategies. She is not very concerned with what her charges learn as long as they remain in the class. She will only be paid when the regular teacher returns and she has "not one less" student. Unfortunately the realities of the rural life demand that one of her students make money for the family in lieu of school and she is determined to find her missing student who has left for the city. Her motives are self-serving at first, but with tenacity and ingenuity her attitude changes about this boy she is seeking in the city. If you can find this movie released by Sony Pictures I recommend you sit down in a quiet moment and watch it for yourself, whether you show it to your class or not.
mkuhn....What a great review!.. You covered everything! I agree it is a fantastic film not only from the view of paleontology but the social scenes it presents of Chinese society. I think this film is for all grades and adults interested in the dinosaur-bird connection. I have shown this film to my 2nd grade class twice and they loved it for all the reasons you mentioned.[Fossils and dinosaurs are part of the 2nd grade Open Court readings].
Another good movie, 1 hr., that discusses the bird-dinosaur connection is "Dinosaurs: Return to Life?" [Discovery ]. It discusses the reverse genetic engineering of birds into dinosaurs. I think the film "Utah Raptor" also discusses the connection with finds made in China and those in Utah.
I use several animated films in the classroom (Princess Mononoke, Grave of the Fireflies, Samurai Champloo), but Barefoot Gen is by far the most effective piece of film I use in my US and World History classes.
A day or two prior to the film my students do a role-play where they act like the Joint Chiefs of Staff and develop a battle plan in regards to the war in the Pacific; most students decide on the Atomic Bomb without flinching.
The next day, I review with my students what the US ultimately decided (to no one's surprise), then I explain that from the American perspective the atomic bomb saved lives and ended the war quickly. I then ask "what about the Japanese perspective?" I then introduce the film which is followed by chuckles and references to Dragonball Z from my students.
I do not show the entire film, but instead the 15 minute clip of the A-Bomb being dropped and its immediate aftermath. When I stop the film I've found that students typically believe that the cartoon exaggerates the impact of the bomb. So i follow up the clip with a PowerPoint of photos from the atomic bomb survivors and pass out a reading from John Hershey's "Hiroshima"
After some discussion, I introduce an art based activity inspired by the art made by the A-Bomb survivors (Hibakusha). I show them the art done by the Hibakusha, have them complete an interior monologue as if they themselves were a hibakusha, then they work on a drawing or painting. The final products are posted in the classroom and are used to introduce a discussion on nuclear weapons
East Asia and New Media in My Classroom USC U.S. - China Institute Film Review Cynthia Nenezich
The Film that I have decided to review for this seminar is Seven Years in Tibet. There are numerous excellent films depicting Asian history and culture, but many are not appropriate for 7th grade students. Seven Years in Tibet is an exception. I have shown this film as a staple in my Asian studies curriculum for years. Students love it and relate to it with ease. The film teaches students about a variety of moral dilemmas various cultures face, while remaining age appropriate. Lying, cheating, being prideful, escapism, selfishness, depression and love and redemption are all depicted in the film in a manner which is easily understood and appreciated by students of all ages.
The movie is based on the true story of Austrian mountain climber, Heinrich Harrer, whose life is changed for the better by his experiences in Tibet, his interaction of with the people and specifically with the young Dali Lama. Harrer’s character is transformed from an hostile, selfish man who leaves his pregnant wife to go climb the peak of Nanga Parbat a mountain that separates India from China, (part of the Himalayas), to a man with moral character and an appreciation for life.
The movie starts at the beginning of World War II and ends with the Chinese occupation of Tibet in 1950. Harrer’s climbing partner, and leader of the expedition, Peter Aufschnaiter, had gotten off to a bad start when an arrogant Harrer injures his leg in a fall during the climb and subsequently lies about his injuries. Harrer’s secret almost costs Aufschnaiter his life. The mountaineers are then forced down the peak due to an avalanche and are picked up by a British Patrol in India and become imprisoned due to Germany’s and Austria’s connection in the war. After numerous attempts, they successfully escape.
As the movie progresses, we see Harrer con Aufschnaiter out of a watch that has much sentimental value for him. Aufschnaiter discovers the con and wants to leave Harrer to his own devices. Harrer, lacking food and supplies is dependent on Aufschnaiter for survival and at this moment in the movie we see the first glimpse of his humanity as he apologizes for the theft.
Harrer’s humanity is further revealed through his journal entries and letters home to his son which he abandoned. These sentimental entries and heartfelt letters begin to show Harrer in a different, more emotional light.
After a treacherous trek through the Himalayas and the Plateau of Tibet, both men reach Lhasa. During the trek Harrer saves Aufschnaiter’s life by giving him his boots to wear, as Aufschnaiters are ruined and he faces not only losing his feet, but dying from exposure to the harsh and cold weather conditions.
Once the men have navigated their way into Lhasa and gain acceptance and security within the city, both men begin to compete for the affection of a beautiful Tibetan tailor named Pema Lhaki. Harrer, a gold medalist, tries his best to impress her. However, it is the unassuming Aufschnaiter who wins the girl’s affection. Depressed and longing for a relationship with his son, Harrer is asked by the young Dali Lama for a meeting and the two become friends quickly and form a bond of mentor and student.
It is through this relationship between the Dali Lama and Harrer that we see into Harriers soul and realize that there is redemption for him after all. The movie is excellent in portraying the Tibetan Buddhist beliefs and spiritual way of life. Harrer himself begins to apply aspects of Buddhist beliefs to his cognitive thought processes. When Communist China enters Tibet, Harrer tries to get the Dali Lama, now 18, to escape with Harrer by his side. When he proposes this to the young Dali Lama, Buddhist spiritual beliefs again come in to play. As the Dali Lama rejects Harrer’s offer and explains the spiritual and moral reasons behinds his decision, the Dali Lama tells Harrer to return to Austria and be the father he had been longing to be.
Harrer leaves Lhasa soon after to return home and face his son he abandoned seven years prior. When Harrer arrives in Austria in 1951, his wife is remarried and his son does not want to meet him, as he had expected. In the remaining moments of the movie we see a gentle, patient man who finally successfully bonds with his son. Transformation is now complete and redemption is found. This is a true testament to the impact Buddhist culture and the impact of Harrer’s interaction with the Dali Lama had on Harrer’s moral development.
This film introduces students to Tibet, the Dali Lama, and to the Communist Chinese and their propaganda machine. Students respond positively to the film and must write a two page paper answering the question of whether or not Harrer changed because of the Dali Lama and the Tibetan culture and spiritual beliefs, if he didn’t really change at all, or rather if he let his true self emerge with all his bad qualities melting away to become a vulnerable and selfless man.
Responses from students vary, they are also asked to write about Henrich’s former moral character and relate it to themselves and the life lessons the movie taught. Seven years in Tibet is an engrossing, beautifully cinematic film with some great lessons to be learned by all. I highly recommend this film for all middle school students who are studying about Asia and their various spiritual, religious, and political differences.
East Asia and New Media in My Classroom USC U.S. - China Institute Film Review Cynthia Nenezich
The Film that I have decided to review for this seminar is Seven Years in Tibet. There are numerous excellent films depicting Asian history and culture, but many are not appropriate for 7th grade students. Seven Years in Tibet is an exception. I have shown this film as a staple in my Asian studies curriculum for years. Students love it and relate to it with ease. The film teaches students about a variety of moral dilemmas various cultures face, while remaining age appropriate. Lying, cheating, being prideful, escapism, selfishness, depression and love and redemption are all depicted in the film in a manner which is easily understood and appreciated by students of all ages.
The movie is based on the true story of Austrian mountain climber, Heinrich Harrer, whose life is changed for the better by his experiences in Tibet, his interaction of with the people and specifically with the young Dali Lama. Harrer’s character is transformed from an hostile, selfish man who leaves his pregnant wife to go climb the peak of Nanga Parbat a mountain that separates India from China, (part of the Himalayas), to a man with moral character and an appreciation for life.
The movie starts at the beginning of World War II and ends with the Chinese occupation of Tibet in 1950. Harrer’s climbing partner, and leader of the expedition, Peter Aufschnaiter, had gotten off to a bad start when an arrogant Harrer injures his leg in a fall during the climb and subsequently lies about his injuries. Harrer’s secret almost costs Aufschnaiter his life. The mountaineers are then forced down the peak due to an avalanche and are picked up by a British Patrol in India and become imprisoned due to Germany’s and Austria’s connection in the war. After numerous attempts, they successfully escape.
As the movie progresses, we see Harrer con Aufschnaiter out of a watch that has much sentimental value for him. Aufschnaiter discovers the con and wants to leave Harrer to his own devices. Harrer, lacking food and supplies is dependent on Aufschnaiter for survival and at this moment in the movie we see the first glimpse of his humanity as he apologizes for the theft.
Harrer’s humanity is further revealed through his journal entries and letters home to his son which he abandoned. These sentimental entries and heartfelt letters begin to show Harrer in a different, more emotional light.
After a treacherous trek through the Himalayas and the Plateau of Tibet, both men reach Lhasa. During the trek Harrer saves Aufschnaiter’s life by giving him his boots to wear, as Aufschnaiters are ruined and he faces not only losing his feet, but dying from exposure to the harsh and cold weather conditions.
Once the men have navigated their way into Lhasa and gain acceptance and security within the city, both men begin to compete for the affection of a beautiful Tibetan tailor named Pema Lhaki. Harrer, a gold medalist, tries his best to impress her. However, it is the unassuming Aufschnaiter who wins the girl’s affection. Depressed and longing for a relationship with his son, Harrer is asked by the young Dali Lama for a meeting and the two become friends quickly and form a bond of mentor and student.
It is through this relationship between the Dali Lama and Harrer that we see into Harriers soul and realize that there is redemption for him after all. The movie is excellent in portraying the Tibetan Buddhist beliefs and spiritual way of life. Harrer himself begins to apply aspects of Buddhist beliefs to his cognitive thought processes. When Communist China enters Tibet, Harrer tries to get the Dali Lama, now 18, to escape with Harrer by his side. When he proposes this to the young Dali Lama, Buddhist spiritual beliefs again come in to play. As the Dali Lama rejects Harrer’s offer and explains the spiritual and moral reasons behinds his decision, the Dali Lama tells Harrer to return to Austria and be the father he had been longing to be.
Harrer leaves Lhasa soon after to return home and face his son he abandoned seven years prior. When Harrer arrives in Austria in 1951, his wife is remarried and his son does not want to meet him, as he had expected. In the remaining moments of the movie we see a gentle, patient man who finally successfully bonds with his son. Transformation is now complete and redemption is found. This is a true testament to the impact Buddhist culture and the impact of Harrer’s interaction with the Dali Lama had on Harrer’s moral development.
This film introduces students to Tibet, the Dali Lama, and to the Communist Chinese and their propaganda machine. Students respond positively to the film and must write a two page paper answering the question of whether or not Harrer changed because of the Dali Lama and the Tibetan culture and spiritual beliefs, if he didn’t really change at all, or rather if he let his true self emerge with all his bad qualities melting away to become a vulnerable and selfless man.
Responses from students vary, they are also asked to write about Henrich’s former moral character and relate it to themselves and the life lessons the movie taught. Seven years in Tibet is an engrossing, beautifully cinematic film with some great lessons to be learned by all. I highly recommend this film for all middle school students who are studying about Asia and their various spiritual, religious, and political differences.
A video that would not at first glance appear to be about Asia but in reality illustrates very clearly some of the facets of current relations between the United States and China is Is Wal-Mart Good for America?. It is a 60-minute PBS production and is available on DVD.
The video relates some of the history of Sam Walton and Arkansas-based Wal-Mart, then goes into Wal-Mart's techniques for cutting costs. It's cost-cutting practices resulted in a shift of much of its supplier base to China. The video then shifts to China, illustrating the economic growth in China from becoming a major supplier of goods to the United States. There is also some commentary on the trade policies of Bill Clinton, former Governor of Arkansas. Not mentioned is Hillary Clinton's former role as a member of the Board of Directors of Wal-Mart.
I showed this DVD to my twelfth-grade Economics class in the final week of classes. The students found it very eye-opening. It elicited several comments and questions from a usually nonresponsive group. I recommend it for both Economics and Government classes.
I hope everyone had a chance to use the free movie passes to see, "Mongol", that I posted. I went to see it and I must say it was worth the 2-hour wait in line. It was an epic film, but not in the traditional sense. The battle scenes were not unbearable nor too graphic (except for the scene where a guard's face is smashed in), but it definitely deserves the R-rating.
This fictional story of the humble beginnings of Ghengis Khan shed a lot of light (for me) on the language, culture & people of early Mongol as well as their reservations about the Chinese people. It is presented in its original languages of Mandarin and Mongolian dialects, which I highly appreciated. My mandarin is very limited now due to lack of use, but I could definitely distinguish the dialect of the Mongolian people from that of Mandarin in the second half of the film. The subtitles were a bit limited, though. There would be a full minute of spoken language followed by one or two brief sentences in the subtitles; One of my pet peeves.
I believe this movie could be used in the classroom, not only because of the historical/social significance, but because it does not delve too much into tangent subjects. It vividly portrays the life of many mongolian tribes - their clothing, food, language, & various beliefs, as well as their military fighting techniques - as heretofore, never seen or experienced by most americans.
Many of the spiritual beliefs are touched upon as well as cultural rites, but without any apologies or explanations for non-believers or doubters. Many a time, there were scenes where Ghenghis Khan was caught in a predicament that seemed insurmountable, only to be freed in the next scene without any directorial explanation. It is your own belief in the possibility that carries the plot.
Its plot mainly focuses on that for which it seemingly was intended: to introduce the audience to the background and life purpose of the great Mongol, Ghenghis Khan.
I plan to purchase the Special Edition DVD version of it the moment it comes out. I would definitely fast-forward the graphic scenes, though, if I were to use this film in my classroom.[Edit by="pswearingen on Jun 18, 7:30:44 PM"][/Edit] [Edit by="pswearingen on Jun 18, 7:31:59 PM"][/Edit]
I saw "Mongol" last weekend. I agree with you about the use in the classroom. Specifially, it would provide a good setting and introduction to the 6th grade and 7th grade units on China. The vistas of the steppes and the river are powerful images.
The arial battle scenes of the two armies really puts perspective on the number of warriors it took to decide the future of the Khan and uniting the Mongol clans. For the 6th grade, it could be compared to the armies of Emporer Qin.
I did not mind the short subtitles since it was mostly a visual film. I liked it well enough to see it again at a theater before I downsize to the CD version on my home screen.
I saw this film last weekend. While there were no lines, the theater was fairly full. It is certainly worth seeing parts of the film as illustrative of terrain where the Mongolians lived. Also, aspects of the culture, the sounds of the language, the interactions of friends and foes, and the treatment of captives were informative.
I have read a number of commentaries on the film as well, including one by a native Mongolian. Taken as a whole, the commentaries question several aspects of the film, including the use of Japanese and Chinese actors in lead roles, some specifics of the dress of the actors, the subtitling and, most importantly from my view, the historical accuracy of much of the film.
So before showing parts of the film, I would be inclined to do some research in order to gather more information about Mongolian history so as to avoid spreading too many inaccuracies to students.
I originally thought about reading this book and creating a unit to use with my ninth graders and fulfill the seminar requirements. So, like a students, I decided to watch the movie first. I pleasantly surprised to find out that one existed. "To Live," was written by Yu Hua and directed by Zhang Yimou. The film deals with the lives of Fugui and Jiazhen, a husband and wife with two children, as well as Fugui's mother. It takes place from the 1940s up to the 1980s. Fugui has a gambling problem, so the family loses everything which splits the family apart. It is a time when the Chinese Nationalist's and Communist's are battling for control of China. The also film deals with the social upheaval afffecting many Chinese.
I plan to teach the novel first and address many of the 9/10 English standards such as tone, characterization, imagery, and diction. After the students have read the book we will address a writing standards that requires students to compare a written piece to a play or movie. They will examine how lighting and action affects the message and overall theme of the movie. This will culminate in an essay.
Not One Less Starring: Wei Minzhi , Zhang Huike , Tian Zhenda , Gao Enman Director(s): Zhang Yimou Rated: G The movie Not One Less would be appropriate for a sixth grade classroom. This movie is about a 13 year old girl, (Wei Minzhi) who is hired to teach at an impoverished village's one-room schoolhouse when the teacher has to leave. She is the only choice since no one else wants to step up to the challenge. The girl has no experience as a teacher, she can barely read or write herself. The students sense this and as a result they become chaotic and unruly. After a few days the students begin to respect the young teacher. A bond begins to form between the students and the teacher. When she finds out that one of her students is sent to work in the city, the young inexperienced girl embarks on an adventure determined to find him. The film illustrates the differences between rural and city life. This film would be suitable for an English class. Students can draw several comparisons from the film. They can compare schools in rural areas with their own school. They might also compare life in the city with rustic life. As they are watching the film, they might use a sequence chart or a cause and effect chart to detail certain events.
I recently watched Shansho the Bailiff from 1954, directed by Kenji Muzoguchi. It is considered a masterpiece and I only stumbled on it because of Netflix recommendations. I without hesitation recommend this film. If only because of the opening declaration, "Without mercy, man is not a human being." However, the film chronicles a family separated by a capricious lord and their attempts to reunite over several decades. Resisting or fighting against forces outside their control, the family members' stories illustrate "human condition" suffering at its most poignant. Very touching and very moving. While the movie has intrinsic value for its pathos, it also portrays life in early feudal Japan. Primitive looking houses and "material life" artifacts which might be helpful in helping students imagining what life in small villages, among slaves, or on farms would look like. The movie also touches on the subject of slavery in other cultures, i.e. Japan, in this case. Finally, the movie illustrates movie making from 50 years ago--black and white.
Mongol is an amazing movie! I was taught that Genghis Khan was an inhuman monster, the scourge of Europe or something like that. I just finished reading a book about him by Jack Weatherford. His information especially for Genghis Khan's youth he says is based on a "secret history". Anyway, the movie seems to based on the same document, since it seems to tell virtually the same story. So, I guess the movie is pretty accurate. In addition, something I especially enjoyed and wanted to see, there is much location footage of the area of the Mongols. Weatherford points out that the Mongols controlled the largest empire ever in the history of the world. It's about time we start to get a more balanced view. An interesting lesson on bias and point of view can be taken from the last part of Weatherford's book which deals with the European view of the Mongols after about the 17c, Marco Polo's writings, and this movie.
This post is about a film that hasn't even opened. John Woo is making "The Red Cliff" (an episode from the great Chinese novel the Three Kingdoms). The reason for this post is that the Los Angeles Times reported on an accident during the filming and a stunt man died. The implication seems to be that the Chinese are less careful about protecting life & limb. A bias we've all heard. Yet, as you continue to read, the majority of the article talks about safety issues on other movie sets, most notably the new James Bond movie. I don't know if I'm being too sensitive about this, I can't think why I should be, or if there really is a slant to the presentation of the Times. The title of the article is 'Red Cliff' and Bond: Safety first on set -- or last? if you want to check it out. In any event, nothing will spoil my anticipation for this movie. I read the book and I love John Woo. What could be better?
I would like to recommend to all of you a movie that is very special to me. Many years ago PBS broadcast a series of Japanese movies, one of which really stood out for me. I recalled the title as Harp of Burma but the dvd that is out has The Burmese Harp as the title. I rented it from Netflix and the movie's impact was just as devastating. The Amazon plot summary is as follows:
Based on the novel by Michio Takeyama, The Burmese Harp stars a Japanese platoon stationed in Burma whose choir skills are inspired by their star musician, Private Mizushima (Rentaro Mikuni), who strums his harp to cheer the homesick soldiers. As the troop surrenders to the British and is interred in Mudon prison camp, Mizushima escapes to be faced with not only his imminent death, but also the deaths of thousands of other soldiers and civilians. Relinquishing his life as a military man, Mizushima retreats into a life of Buddhist prayer, dedicating himself to healing a wounded country.Filmed in black and white, strong visual contrasts heighten the divide between peace, war, life, and death in this highly symbolic film. Scenes in which the Japanese soldiers urge opposing forces to sing with them portray military men regardless of alliance as emotionally sensitive. Showing the humanistic aspects of war, such as the male bonding that occurs between soldiers, doesn't justify war as much as deepens its tragedy. This release includes interviews with the director and with Mikuni, further contextualizing its place in Japanese cinema. The Burmese Harp, with its lessons in compassion and selflessness, is so transformative that viewing it feels somewhat akin to a religious experience.
The last sentence captures something of its impact. I don't know if you are willing to weep in front of your class but the movie certainly stirred me.
Nova broadcast a show a few year back that is still showing up from time to time entitled World in the Balance: The Population Paradox. The second half of the show is about China. The PBS website says that:
In the second hour, "China Revs Up," NOVA takes the pulse of China's hyperactive economy, which is the fastest growing in the history of the world. During the last two decades, China clamped down on its population growth through its controversial one-child policy, but in recent years it has relaxed those rules, moving in the direction of more reproductive freedom. As the sprawling country develops from a poor nation and aspires to a more middle-class lifestyle, China's air, land, and water are beginning to suffer. Already, a massive dust cloud of eroded soil from Mongolia has darkened the skies over North America, and air pollution from Beijing and Shanghai regularly wafts as far as California.
The program can be used in conjunction with Al Gore's Inconvenient Truth or by itself in lessons relating to economic growth and environmental degradation. I thought the program was pretty interesting, but the first half about Population Growth was more useful to me.
I recently saw Sergei Bodrov's "Mongol", which attempts to tell the "untold" life story of Genghis Khan. The movie truly is an epic as it covers the life of Temudgin and his rise to becoming the Khan. It is a story of revenge and love and is beautifully shot. Im curious as to how historically accurate the film is. Apparently it is based on scholarly books and an ancient poem called "The Secret History of the Mongols". I think parts of the movie could be used in world civilizations classes and in an AP World History class
I picked up a movie at Fry's called Legend of the Black Scorpion which I had never heard of but it had won awards and had Ziyi Zhang (Crouching Tiger, Hero), directed by Xiaogang Feng and action sequences by Yuen Woo-Ping (Matrix, Fearless) and because I like this sort of thing. I was totally unprepared for what I saw. Just like Akira Kurosawa adapted Shakespeare's Lear & Macbeth, this is a reworking of Hamlet. It's original title The Banquet refers to the bloodbath at the end of the story. It is a gorgeous period piece set in the early 10th century. I wouldn't want to comment on its historical accuracy but at least it is done by a Chinese. Costumes, sets, scenery it is an amazing feast for the eyes.
I think this could be used to illustrate Chinese values. The film follows Hamlet in many details, the poison in the ear, the play within the play, the poison blade, the mission abroad which doesn't work, the hero's academic background. Nevertheless, there are important differences. The differences, I believe, reveal Chinese attitudes or values. The Gertrude character is the Hamlet character's step-mother, allowing a more explicit sexual attraction between them. Perhaps the incestuous sheets referred to by Hamlet is a line the Chinese will not cross. It is also more sexually explicit than almost any Chinese movie I can think of, but it is not in any way explicit by our standards, there is a bare-back massage and a hint that there had been intercourse but nothing on the screen. The movie is not rated. Perhaps, more telling, at the end (spoiler alert) the Claudius character takes the poison intentionally saying that perhaps "it will set things right." To me this suggests restoring a cosmic order while Hamlet can't kill Claudius when he is in prayer because he (Claudius) would go to heaven. Hamlet's scheme to catch the conscience of the king in Black Scorpion doesn't yield any kind of dramatic outburst, but it's clear the king recognizes himself. In fact there is much about masks--masks put on as well as turning the face into a mask. All in all, I think there is a lot in the movie that in the adaptation to a Chinese audience reveals the differences between the two cultures and therefore helps students to appreciate the uniqueness of Chinese culture.
The trend in Hollywood these days is to remake Japanese and Korean horror films. "The Ring", or Ringu was originally a Japanese horror movie as was "the Eye". "The Host", which is a Korean film about a deadly virus was released here in the US last year. Im curious, and perhaps someone can answer this, why are so many horror movies being made in Korea and Japan? Is it simply that there is a demand? Or, can it be attested to something cultural? Just curious.
I watched the film The Joy Luck Club. The film has an R rating and I wouldn't show it without parental consent, but it is an extremely interesting and mind-opening film about four Chinese mothers and the impact their lives had on shaping each of their American-born daughters' lives. It is a story mostly told in flashback about the four mothers (who became life-long friends) and the different life paths that they traveled and the tragedies, triumphs, and defeats they endured. It starts out at the funeral of one of the four friends. I really liked this film and I think if the students saw it, they would not find a dull moment.
How will this be used in my classroom?
In the literature book that I use in my classroom is a story called "Rules of the Game." This story is an excerpt from the book The Joy Luck Club. Since I teach Special Education, I don't usually read whole books. We usually do short stories. This story can be used to help teach cultural understanding and to show that we are as alike as we are different.
We would do BEFORE, DURING, and AFTER reading activities. Making the connection, quickwrites, vocabulary, reading strategies, Elements of Literature, etc. will all be addressed in this lesson.
I was watching a documentary about Japanese Anime (the one that comes on the Animatrix DVD) and one of the talking heads stated that much of Japanese art deals with the post-apaclyptic future because Japan is a post-apocalyptic country. This statement intrigued me, and it seems to make sense. For example, Akira starts off with a huge explosion that looks like a mushroom cloud and then introduces a Japanese society that has completely become uncivil and anarchic. Godzilla is also interesting to put into this context. Now, Im not an expert on the films, and although I did catch several movies by watching Kevin and Bean's Sci-Fi theater on channel 9 back in the day, I don't know the background to the monster's creation. That being said, Godzilla is a the result of a sea lizard whose DNA has been meshed with radioactive materials (perhaps the same ones found in the A-Bomb). Perhaps Godzilla can also represent the United States. Godzilla sometimes plays the villain, destroys Tokyo and other cities, just like the United States did during World War II. In other movies, Godzilla saves the country from other monsters, some of which were created by mad Japanese scientists. In these scenarios perhaps Godzilla represents the brutal reality that a monster (the US in WWII) has to save Japan from itself (like it did in WWII). The first Godzilla movie came out in the early 50's, a few years after th Atomic Bombs were dropped on Hiroshima and Nagasaki. No doubt that catacysmic event impacted the artistic movements in Japan. What do you think?
I watched a documentary program, "Peoples Republic of Capitalism", hosted by Ted Koppel, aired through the Discovery Channel from July 9 through July 12. Chongqing and its surrounding area was the city where Mr. Koppel visited and interviewed a variety of people. It was selected because it is one of the fastest growing economies in the Peoples Republic of China.
In the first part of the program, it showed middle-class citizens, and how fast some of them became rich. Some middle aged men and women have nostalgia for the old Communist days: simple, hardworking life. They said, "Now, there is more competition, more pressure....". One of the young established artists said, "I don't love my government, but I trust my government." I think this is a complicated statement.
Mr. Koppel went to a red-light district in Chongqing and interviewed some teenage girls in one of the establishments. The girls work there because it is a job uneducated girls can get to earn money, and they entertain rich middle-class men. The program did not show the healthy side of the entertainment, like theater, Karaoke just for friends.
According to Mr. Koppel, Chinese people like black cars: GM-Buick because of its elegance and better reputation. China produces 9 million vehicles a year, and they are like America 50 years ago automobile mania was in full bloom. In China, the streets are congested with automobiles, and many cars are not checked for air pollution. Most recently they are trying to convert from gasoline to natural gas for taxies and busses.
The system of solving traffic accidents is totally different from USA. There is no court and no lawyers are involved most of the time. The police who came to the accident scene writes an official report, and often acts as an adjuster. There is no insurance company to collect money, either: simple cash payment on the spot. Chinese explained this as "avoiding unnecassary complication." Recently the Liberty Mutual Company appeared in China. They manage auto insurance pay outs in the Chinese way: no deductibles, and often pay off a claim on the spot.
China needs coal for their econimic growth, jobs, and electricity. But in the meantime it creates pollution, corruption, and saftey problems. Mr. Koppel said, "China has the worst safety record in the world for coal mininng". The coal workers get 3 times more salary than other blue color workers. A typical coal miner/worker gets $300/month. It is a good salary for Chinese.
A goverment official received bribes from the real estate developers. He was sentenced life in prison, but the developers were not prosecuted. China has gotten too rich, too quickly. "Is this the corruption of China?" Mr. Koppel said.
The last story about education was very interesting. There is a family of four (a middle aged husband, wife, a college age son, and a high school age daugher) in a village. The husband used to drink alcohol and only worked for 2-3 hours a day at home (farm/yard). But the wife threatened him with divorce if he could not earn enough money to send their children to college. So he found the job as a luggage carrier (he has to use a long pole on his shoulders to carry heavy luggage) for the tourists. They only ate meat once a week. They were able to send their son to college. The son said, "My parents have no education. They can not protect themselves from the bad people, especially from the cheaters." The husband did not want to send the daughter to school as she was "only a girl". But the wife insisted their daughter would get a good education or she would go to the city to earn the money to pay. The daughter went to the better school. This woman reminds me of the mother of Mencius who encouraged Mencius to study hard in the right environment; the mother of Mencius relocated 3 times to achieve the goal while Mencius was in school. Also this is a good sign of the Chinese woman to stand up for her ideals life even she is poor and uneducated. I think she is a wise woman.
I would like to show this documantary to my high school students after I teach them some classical Chinese, so that my students will be able to compare old and new part of Chinese people and their lives. [Edit by="kirion on Jul 23, 2:39:06 AM"][/Edit]
With some films one can say, "If you liked the book, you'll like the film," but not this one. In fact, I'm afraid that many people will feel just the opposite; if you liked the book you're bound to be disappointed in the film. And I would suggest to those who feel that way that the reverse is also true -- people who like the film could be very bored by the book.
Not being Chinese, I don't know why I feel I can say this (and maybe I can't), but I found that the book had a "Chinese" feel to it that the film lacks. This isn't necessarily bad. I enjoyed both the book and the film. I liked the book because it took its time, and sometimes told stories with no endings, and always had an element of mystery, whereas I liked the film because it moved, was never boring, and the interweaving of stories was never confusing.
Being a former screenwriter, I know this wasn't easy, although the filmmakers made it look that way -- it was a heluva book to try to bring successfully to the screen, I'm sure. And since I'm using "The Joy Luck Club" in my Curriculum Project, I'm glad the film moves so I can show it to students.
This documentary sounds phenomenal. I usually watch the Discovery Channel and by your description of it I am sorry I missed it. I will be looking for re-runs because I am sure they will play it again. Also, coming up real soon is the History Channel's production of a show called China. It's either on Discovery or History Channel.
Musa The Warrior is a Korean movie that came out in 2001. I picked to watch this movie because it takes place shortly after the Ming Empire has come into power and as The Yuan is still trying to hold on to the greatness that once was their Empire. This film fits in the time period that we study in 7th grade world history. One of the things I really liked about the film is that it is told from the Korean perspective. At the time the Koreans are kind of the outsiders between these two strong Empires the Ming and Yuan. The film does a good job of showing class systems during the time from slaves to peasants, to soldiers (with different classes as well) to a Princess. I found a lot of good value in this film however, it is very violent. Heads getting chopped off, blood gushing, arrows through heads, and stuff. If you plan to use it in your class you are going to have to be really selective about what parts you can show. I plan to show segments to my class, hopefully the message of the film will not be lost.
If you are looking for some comedy relief and a cinematic good time. See Kung Pow! Enter the Fist. This one you can't show the students but is very funny. Actor/Director Steve Odekerk inserts himself into an old Kung Fu movie will offbeat dubbing and all. It is a spoof on the old Bruce Lee movies and if you have not seen it but need some comic relief check it out.
While at Office Depot getting supplies for my project I saw this film for a thrifty $10.00. The film is Korean and has subtitles, but there is very little talking in the film. The subtitles that are in the film are very easy to read and short. The movie is rated "R" as their is sexual situations in it that are not appropriate for young students, if you deleted the one part of the movie, it would be great for high school. I watched the movie by myself last night and suggest watching it with another person as it is very thought provoking and leaves one full of questions.
The story is a simple one on an old Zen Buddhist monk and his young protegee (who we see grow up during the film). There are some beautiful moments in this film when the youngster mistreats a frog, a fish, and a snake. The lesson taught to him about his misjudgement is one the young Buddhist carries with him through the end of the film.
The film also deals with the young monk discovering the outside world of lust, as he and the Master play host to a young women who was brought to the temple as she was ill. The lessons that are learned are done by the seasons. The camera shots are incredible, the scenery noteworthy. I would recomend this film to anyone who likes Asian films especially those that make you think!
Title: The Painted Veil I recently happened to watch this movie that was released in 2006. It is based on the novel with the same title by W. Somerset Maugham. It is the second cinematic adaptation after the 1934 MGM film. It is rated PG 13, however it includes some inappropriate content for sixth graders. The upshot of the plot includes a pretty young woman from London who under her parents pressure, finds a young bacteriologist from China. At the onset it is a loveless marriage, but later the couple find love in a small village of Shanghai. I recently taught summer school and incidentally we discussed an article on Typhoid and how it is contracted. Thinking along the same lines I would incorporate this movie in my lesson plans and show how Cholera was contracted and how deadly it was in the village of Shanghai where Dr. Walter Fane (as known in the film) works in the lab to find a cure for the epidemic of Cholera. Dr. Fane's dedication to his project and his passion for humanity is worth emphasizing in the classroom. He also acts as a medical doctor and attends to the villagers who are dying like flies due to the epidemic. Cholera was a significant epidemic in the early 1800's and a century later the vaccinations came about. Since Cholera is contracted through contaminated food, water and insanitary conditions, Dr. Fane helps the villagers to install a running water system using bamboo logs. Tragically, Dr. Fane himself dies of the then deadly disease. In addition to the history of cholera, the message to my students would be to appreciate the invention of the vaccinations and be thankful to what we take for granted. The dialogue and emotions are quite craftily portrayed in this movie. I would recommend my colleagues to watch. I was truly touched by it.
I am huge fan of using movie clips to get a point across or to illustrate a theme. One of the units I cover is the rise of Western Civilization and in this unit I cover the story of the 300 at Thermopylae. While covering this I talk about how King Leonidas is portrayed as a hero. Well, now thanks to this class I could also include clips from Jet Li's Hero to portray the Chinese concept of what a hero is. I viewed the movie Hero and was quite impressed. Nameless( Jet Li) and King Leonidas are vastly different but I believe that students nonetheless could appreciate both in their contexts. Both take on seemingly impossible odds and in the end both lose their lives. If you teach World History and cover Sparta and are looking for a way to include more East Asia into your teaching. Compare and Contrast King Leonidas and Nameless. Show clips from (appropriate clips that is) from 300 and Hero!
I was so excited to see this film, since I am a great fan of the Dali Lama and love 7 Years in Tibet. But I must say I was dissapointed with this movie. It started out good when the Dali Lama was a young child and boy, but when he neared the age 18 things started to get a little dry and boring, The acting was dull and if you did not know anything about the Communist take-over of Tibet, you would have thought that Chairman Mao and the Dali Lama were the best of friends. When he finally reaches the Indian boarder, his Holiness could hardley sit on his horse, while all the old men who accompanied him were still on their feet, I didn't buy it. I must say I am a fan of Director Martin Scorsese, but besides the stunning visual effects, the film bored me, which surprised me as I thought I was going to run out and buy it instead of just renting it. I think 7 years in Tibet is a much better movie for students and easier to understand. There was a part in Kundun where his father dies. They show the monks slicing up the old man's body and throwing the parts to waiting vultures! I don't know what this has to do with Tibitan Buddhism, but will try to find out. Grusome!
I do have to say that in the beginning of the film it did answer some questions for me as to how the Dali Lama is chosen, ect, which was educational, and I was very tired when I watched it but I really was disappointed with this film, sorry!!
Memoirs of a Geisha is an extraordinary film. I watched it when it first came out becuase I had read the book. Then I watched it again to see if it would fit in with my unit plan of Japense Literature and Roles of East Asian Women.
In this film, a young girl and her sister are sold by their father because he feels he does not have money to take care of them. The older sister is forced into prostitution and the younger is forced to enter a geisha house. While it was better to be a geisha than a prostitue, both girls were products of human trafficking. This issue of human, primarily child trafficking is one that I tend to explore with my students. I find that female child trafficking is a more prevalent issue. While in Memoirs of a Geisha, this occurs in Japan, female child trafficking is a major issue in China today. There are a couple of documentaries that I will use in my unit plan that enlightens viewers of the attrocities of child trafficking and ithe perceived insignificance of Chinese girls. These films are China's Stolen Children and The Dying Room.
Of course, in Memoirs of a Geisha, there is a happy ending. The main character, Sayuri, ends up getting a Dana (a man who keeps her) with whom she's fallen in love. So, as it turns out, her fate of becoming a geisha, which was initially something against her will, turns out to be a blessing. In reality, some Japanese women chose ot be a geisha while others like Sayuri were forced into the lifestyle. A geisha is considered to be a living piece of art to be appreciated by a man of wealth. Therefore a geisha was more like a sophisticated mistress if she were able to obtain a dana. If she never obtained a dana, she was more like a sophisticated escort.
A geisha is an East Asian female role that is worth exploring in the classroom because it is a role that gave women power. However, it still put women in a place where she had to serve a man. This film also shows how female children could easily be purchased and used.
I'm sorry to have to say this, but you must have been tired when you saw the film if you say you thought Mao and the Dalai Lama were acting as if though they were friends if you didn't know better...you missed the underlying tension between the two and it was obvious that they were individuals who held polar opposite beliefs and values.
Kundun is a fim created by Martin Scorcese which depicts the clash of the non-violent philosophy of the Buddist Monks against Mao and the rest of the world in the 1930's. To be more specific, the movie tells the story of the Fourteenth Dalai Lama.
The story begins with the discovery of the very young Dalai Lama by a traveling Buddist Monk who visits his house and asks for food as Buddist Monks are obligated to do. After meeting the child Dalai Lama (just a regular village boy at this point) the monks put the boy through a series of tests to determine if he is really truly the reincarnated Dalai Lama. The monks then take him to be their new spiritual and political leader. When the boy is taken to the capital to live the scenes become culturally rich and spiritually moving.
This movie preserves accurate details about the culture of Tibet with scenes that recreate the authentic music, spiritual cermonies and the language of the people of Tibet. Yes, there is one scene that is gruesome, with the dismembering of his father's body, but it was done to portray the way the body was disposed of. That scene is not the only scene where there is blood shed there are also thousands of dead monks in the movie.
This movie portrays the Dalai Lama's struggles to remain non-violent during a most challenging time in history. I enjoyed it and found it to be an educational and a cultural treat. I would like to see it again![Edit by="mdipaola on Jul 27, 12:12:31 AM"][/Edit] [Edit by="mdipaola on Jul 27, 1:57:34 AM"][/Edit] [Edit by="mdipaola on Jul 27, 1:58:58 AM"][/Edit]
I'm sorry to have to say this, but you must have been tired when you saw the film if you say you thought Mao and the Dalai Lama were acting as if though they were friends if you didn't know better...you missed the underlying tension between the two and it was obvious that they were individuals with polar opposite beliefs and values.
Kundun is a film created by Martin Scorcese which depicts the clash of the non-violent philosophy of the Buddist Monks against Mao and the rest of the world in the 1930's. To be more specific, the movie tells the story of the Fourteenth Dalai Lama.
The story begins with the discovery of the very young Dalai Lama by a traveling Buddist Monk who visits the house of the boy and asks for food as Buddist Monks are obligated to do. After meeting the child Dalai Lama (just a regular village boy at this point) the monks put the boy through a series of tests to determine if he is really truly the reincarnated Dalai Lama. The monks then take the boy to be their new spiritual and political leader. When the boy is taken to the capital to live as the Dalai Lama the scenes become culturally rich and spiritually moving.
The movie preserves accurate details about the culture of Tibet with scenes that recreate the authentic music, spiritual cermonies and the language of the people of Tibet. Yes, there is one scene that is gruesome, with the dismembering of the Dalai Lama's father's deceased body, but it was done to portray the way the body would have typically been disposed of. That scene is not the only part of the movie where there is blood shed, there are also thousands of dead bloody monks in the movie.
This movie portrays the Dalai Lama's struggles to remain non-violent during a most challenging time in history. I enjoyed it and found it to be an educational and a cultural treat. I would like to see it again![Edit by="mdipaola on Jul 27, 1:48:00 AM"][/Edit] [Edit by="mdipaola on Jul 27, 1:53:15 AM"][/Edit]
China from the Inside. 2006. DVD. PBS, 2006.
China from the Inside includes four episodes that "survey China through Chinese eyes to see how history has shaped them, and where the present is taking them." Episodes include the following:
Power and the People
Women of the Country
Shifting Nature
Freedom and Justice
After my sophomore students read Gail Tsukiyama’s novel, Women of the Silk they watched Episode 2: Women of the Country. This episode discusses the past and future of Chinese women. If you plan to watch this film in your classroom, I suggest visiting the website pbs.org/kqed/chinainside for online discussions, maps, U.S.-China quiz, and lesson plans. Although these instructional materials are useful, I created my own quiz for Episode 2: Women of the Country. My students were highly interested in watching this film. An alarming fact stated in this episode regarding China’s "Birth Control Policy" is by the year 2020 there will be a shortfall of 40 million women if the gender baby bias does not stop. The entire film is approximately 240 minutes, however each episode is about 1 hour.
Ling, Lisa, host. China's Lost Girls. 2004. DVD. National Geographic, 2004.
Before my sophomore students read Gail Tsukiyama’s novel, Women of the Silk they watch China's Lost Girls. This National Geographic film examines the consequences of China's "one-child policy." Since there is a traditional preference for boys (as read in Women of the Silk), many young girls are often hidden, aborted, abandoned, or even killed. Due to this preference, some abandoned girls end up in orphanages across China and adopted by American families. The current gender imbalance in China may very well have a negative effect on China's future. As it becomes more and more difficult for men to find a wife to marry, women may be kidnapped or violence may erupt. The film is approximately 43 minutes.
Though I had a hard time understanding everything in the film since I am not as familiar as some with China’s history, this movie takes place around the time of Chinese unification, where many provinces were forced through war to come together. Loosely based on a story from around that time, a Nameless warrior played by Jet Li slays three enemies of the state and presents their swords to the emperor. Narrated by the Emperor of Qin and Nameless, the plot is based around Nameless's three fights. The movie is beautiful with the flying martial arts (something I know nothing about- but it’s nice to look at) and there are great visuals. Yinzheng's desire to conquer his six neighboring provinces and unify the country led to years of bloodshed, and in this film, there are 2 men and a woman, who are mentally powerful enough and adept in their fighting skills to go against him. Jet Li is marvelous as the Nameless one, and the girl is beautiful as Flying Snow. As a film, it is all beautiful, with everything taken into account: music, bright color, panoramic vistas, costumes, etc. Students will love it just for that.
The story plays in a decently complex fashion as we travel with the words of Nameless or the Emperor to events that either were or might have been depending on Nameless's honesty. However, at heart there is more to this story than just that, because each of Nameless's adventures (real or unreal) tell tales of sacrifice and love, for people and for nations. Overall though, I like the story. I especially found it fascinating how the story wound around Nameless's intentions for seeing the Emperor.
From what I understand, this movie was inspired by a strong sense of nationalism, maybe for what China was like then as compared to now and how it would like to become. It is important to acknowledge the underlying theme of patriotism for China. For older students, I think that showing this film as a visual for this time in history is wonderful. It is also a great example of what the Chinese government wants their people to see as their own history. It a story of self-sacrifice, something that is seen as honorable and necessary by the Chinese.
We are watching the film EMPIRE OF THE SUN in my Humanities classes this week. This film was directed by Steven Spielberg in 1987. It is a film that did not make the kind of money at the box office that his films normally make;however, it was critically acclaimed. The film has one of the better performances by a child actor I have ever seen on film, by Christian Bale (The new Batman).
The film is based on J. G. Ballard's autobiographical novel. It focuses on a young boy named James Graham who gets separated from his parents on December 8th, 1941 when the Japanese invade Shanghai. He eventually befriends a man named Basie (Played by John Malkovich) who becomes a father figure to him. James and Basie are captured and taken to a detention camp at Soo Chow. The film deals with loss of innocence and other themes associated with "rites of passage" movies and novels.
I find that this movie is a good basic introduction to my Asian literture section. It deals with the Japanese occupation of parts of China during WWII. The point of view is from the English perspective. After the film is over, I give a lecture about the history between China and Japan. It also introduces my students to the theme of "living with war" which is the subject of many of the Asian stories we read in my class.
If I were to rate this film, I would not rate it as one of Spielberg's best, but his 'ok' is usually better than most director's 'great.'
I really enjoyed this film. Not only was it a great story about father and son relationships, but it also had a lot of content that shows interesting aspects of Chinese culture.
[Edit by="lrathman on May 9, 10:26:29 PM"][/Edit]
This film is mainly a story about a father, Mr. Takada, who has been estranged from his son for a very long time. Just when he decides to try to mend the rift between them, he finds out that his son is sick. He goes to visit his son inthe hospital but his son refuses to see him. His son's wife shows him a video that his son, Kanichi, had filmed of a Chinese folk singer who invited him to come back in a year to film a well known ballad, "Riding Alone for Thousands of Miles." Thinking that filming this ballad is very important to his son, Mr. Takada decides to go film it for him.
The rest of the film involves Mr. Takada's journey through China and all of the obstacles he must go through in order to accomplish this goal. On his journey he meets the son of the folk singer he is trying to film. The relationship he develops with this boy helps him come to a better understanding of his own son. I found this film to be a touching story illustrating the sometimes misunderstood bond between a father and a son and how they come to know and respect eachother again.
I think this would be a great film to use in a high school classroom. Although, as mentioned in another post, there was a short scene in which the boy needs to use the bathroom and has no privacy...(There was a similar scene in a Korean film "The Way Home." Is there some cultural relevance to this that we Americans don't understand?)
This is a very small part of the film which otherwise has a lot of interesting things to discuss, such as:
-use of technology: Even in very rural and seemingly primitive communities, Mr. Takada could get cell phone reception.
-values and culture.
-various aspects of social, political, and professional relationships.
-vastness of the geography of China.
Even though I can't use this type of film for actual instruction for my students, I enjoyed the film and would recommend it to others even if they aren't taking a class on China.
[Edit by="lrathman on May 14, 9:40:49 PM"][/Edit]
This site (Democracy Now)
has a video clip of an interview with the Chinese Canadian filmmaker Yung Chang.
His documentary
Up the Yangtze
looks amazing.
I haven't viewed it yet, but here's a brief summary:
"Up the Yangtze: Documentary Takes on Social Impact of Three Gorges Dam in China
The Three Gorges Dam along China’s Yangtze River is the world’s largest hydroelectric project and is due to be completed in 2009. Widely touted as a feat of modern engineering, the dam was supposed to stop flooding along the river and provide clean energy to fuel China’s economic boom. But it has also gained notoriety as an environmental and human catastrophe. Up the Yangtze is a critically acclaimed new documentary about the social impact of the Three Gorges Dam. We speak with Chinese Canadian filmmaker Yung Chang. "
The Blue Kite is a wonderful movie about China during the turbulent 1950’s all the way through to the Cultural Revolution of 1968. It follows the life of one boy Tietou and his family trying to live their lives within the context of Communist China. It is heartbreaking at times, especially the close shots on family struggles. At the same time it quickly and staggeringly captures the confusion of a world turned upside down, there is a scene near the end when the school kids begin shouting “boycott classes” and storm their school building, throwing rocks, breaking windows, leading to a finale wherein the school’s female principal is humiliated and badgered in front of her students by the Red Guards.
The film was not rated but the content was pretty mild for the most part, in terms of using in a classroom. There are a few profanities uttered, in Chinese with subtitles below, as Tietou grows older but a clever use of the remote could skip ahead to the next scene without much profanity.
In a nutshell the film operates in three chapters, Father, Uncle, and step-father. In all cases the subject of the chapter works as an important role model for Tietou until they met an untimely end. In the father’s case he is betrayed to the party by a causal conversation his friend relates to a superior, he dies far away from home crushed by a tree at a work camp. The uncle, the one who unwittingly sealed his friend’s fate by discussing their true feelings with the supervisor, eventually confesses his feelings of guilt to Tietou’s mother, they marry and then he dies from an overworked liver and not enough food, and maybe a guilty conscience. Finally, the mother in a continuing attempt to provide a quality life for Tietou marries a very successful older man, a veteran of the war against Japan. In the film’s finale he reveals to his new wife and step-son that posters criticizing him have been raised at his work, the Cultural Revolution is raising its ugly head. He sees no option except for divorce so they won’t be tainted by his fall. They visit him in time to see him carried off by an angry mob of disrespectful Red Guards who then recognize the wife, arrest her and finish by beating Tietou. He groggily awakens in the dirt to see the tattered remains of a blue kite he was flying with his “little nephew,” a sad reminder of how things used to be. His dad used to make blue kites for him all the time.
An excellent film, worth the effort to find and preview. Recommended for World History in the 10th grade to highlight the standards on Maoist China.
So where do you find such films? Did you have to buy it?
I checked it out from the Redondo Beach Library. It was great, a week's use without any cost. It was in DVD format so the quality was quite good. I believe it is also for sale through vendors like Amazon.
People give up their lives for many reasons. Thus the beginning of Quentin Tarantino’s “Hero” (2002)—a stunning film set in the pageantry and grandeur of the Qin dynasty—with a hauntingly authentic soundtrack. “Hero” is a significant study in a contemporary analysis of hero myths traditionally whitewashed with western classicism and values.
Director Tarentino might raise some eyebrows at first, as some educators familiar with “Kill Bill” and “Pulp Fiction” might question the film’s appropriateness for high school viewers. But Tarentino summons the hero warrior as tasteful art form true to standard martial arts films, along with the Chinese penchant for historical television and cinema. Tarentino not only contrasts traditional notions of classical heroes, but also compliments such study with bold, Zen-like Asian style.
Martial arts and music share same thing complexity and similarity of melody; says the film. The film’s focus on martial arts and sword fights are obvious nods to Tarantino’s well-known fascination with Chinatown kung fu style. Characters’ flying flips and sword fighting maneuvers are clearly influenced by Ang Lee’s “Crouching Tiger Hidden Dragon (2002), making Tarantino’s similar cinematic focus seem almost cliché. The mystery of swordplay and symbolism archetypal, not only common in western word and classical mythology but true to Chinese spirit as well.
Heroes are traditionally male, according to tradition. And the unnamed warrior protagonist in “Hero” is no exception. However, the film makes no gender stereotypes, either—raising questions similar to those evoked by the traditional Chinese poem of the sixth century—The Ballad of Mulan of the nature and definition of heroism. “Hero” is an excellent example for girls still socialized to be silent and submissive. Young Asian girls, especially, are in need of female confidence and strength. Dying for love or country is a common motif in mythologies around the world-what’s not is “Hero’s” unique retelling of standard symbolism. Asian style.
I watched the film “Hero” because it is a very big accomplishment for Chinese cinema. With their 20 million dollar budget it is by far their biggest project to date.
My favorite part is the incredibly complex and interesting ending. There are actually four different acts which contain separate accounts between Nameless and Qin. Each of these accounts has its own color scheme. This was done in “Traffic” as well. I could see using this part in a language arts classroom where we would talk about different tones, moods, etc.
In a comparative film class or unit I could see using this film in contrast to “Crouching Tiger, Hidden Dragon.” The main differences are that “Hero” is more emotional and introspective. There is much artful imagery (billowing of hair, sunny vistas). There are many more lyrical compositions. Also, the dialogue in “Hero” is more traditional Chinese (terse, stoic) whereas the dialogue in “Crouching Tiger…” is more western. Also the main intrigue in “Crouching Tiger…” was the complex characters; in “Hero” it is the banter between Nameless and Qin.
Hold your tongue in a man’s presence? A Mormon polygamist compound? A fundamentalist Islamic revival? No, just “Mulan,” Disney's 1996 animated movie about legendary Chinese heroine Hua Mulan, the subject of the sixth century poem “Ballad of Mulan.” While the film attempts to subvert sexist stereotypes with a daring supposition of a cross dressing woman warrior — a gender bender frequently employed by women throughout history (Elizabeth I and novelist George Sand are just two examples) Mulan ends up ironically promoting oversimplified standards of gender and race.
Stereotypes abound in Mulan. The film is a useful teaching tool for educators interested in exploring racist and sexist stereotypes, however, along with traditional notions of heroism and cross-cultural connections between different literary genres.
Students can be encouraged to jot down stereotypes in Mulan, both Chinese and Asian stereotypes in general, which are thrown in the Mulan mix like different types of dim sum. (Mulan is dressed Geisha like in one scene, for example, a distinctly Japanese —not Chinese —tradition). But as everyone at Disney knows, no matter. Most Americans probably don’t know—or notice—anyway.
Savvy viewers know the real story of Mulan—her final, famous death by suicide—is not appropriate for children. Similarly, the true story of Pocahontas, raped and exploited, or Hercules, a noted misogynist who brutally murders his wife and children, are equally unsuitable for younger viewers. Critical thinkers wonder, however, whether blatant historical omissions and revisions are justifiable. And while it is no surprise Mulan doesn’t address hard issues of critical race theory, perhaps reflective of the model Asian minority in general, one wonders about generalized portrayals of Chinese in the movie, emphasizing sage, old ancestors complete with chopsticks and Fu Manchu whiskers—while omitting any useful exploration of cultural symbols and stereotypes such as foot binding or female infanticide. Indeed, such a depiction lends itself to constructive discussion about female genocide—gynocide—both then and now.
Silence has historically been an admirable trait in women, like children, encouraged to be pretty and present but without a voice. This explains the significance of voice in feminist critical analysis, a useful exploration for educators in a variety of classrooms.
This documentary is a recent release that compares the study habits and college goals of high school students in India, China and the United States. The film's thesis is " America is the one country that doesn't seem to recognize that they are in competition for the 'great minds' and 'capital' of the world community." The film explores the study habits, time-management skills and goals of six students, two from each of the three superpowers of the 21st century. This film is appropriate for use in the middle school through high school classroom, however, a lot of vocabulary development would be needed in the lower middle school greades. It would be an excellent resource for a high school economics class. I plan to use this film in two ways. First, I am going to use it as part of a goal setting lesson with my sixth graders. Prior to this lesson, their goal setting knowledge will be limited and their background in economics non-exsistent, so with this age student the lesson will require a great deal of pre-activity and discussion. The students will compare East Asian student goals to their own and create an academic goal with their middle school/high school education in mind. I also plan to use this documentary as an opinion piece and have the students plan and write an essay where they agree or disagree with the thesis as stated by the filmmakers. I would recommend a visit to the film's website for further ideas about how to use it in your classroom.
This is a Korean film that shows the substantial difference between rural and urban living environments in Korea. In this film a young boy is taken by his mother to live with his grandmother in a very primitive rural home while the mother straightens some things out back in the city. The boy is used to having electricity, indoor plumbing, video games, and fast food. The grandmother's home is rustic to say the least. In addition, she is also mute and deaf. Although this film was supposed to show how the boy learns to respect his grandmother, it was very difficult for me to sympathize with his character. I found the young boy's behavior in the film extremely annoying. He was disrespectful to both his mother and grandmother and extremely used to having his own way. He did improve by the end of the film but I was so annoyed by him that I couldn't really feel proud of his progress. The grandmother's character in the film had completely the opposite effect. She was strong, patient, and loving. I sometimes thought a little too much so as far as how much she worked to gain the boy's respect.
Although I assume the boy's "spoiled" character in the film is meant to be a bit more extreme than an average child, this movie reminded me of a comment made by a former colleague, who has since retired. It was a generalization about the behaviors of various groups of Asian students stating that Japanese students were the best, then Chinese, and that the Korean students were less well behaved (especially boys). I have also heard that in Korea and some other Asian countries, boys are allowed a very free reign with very little discipline until a certain age. Is that what was going on in this film? I had always thought of comments such as the one by my former colleague to be over generalized, stereotypical, and prejudiced. This film made me question that. Since this film seemed to have gotten rave reviews, maybe it wasn't far off base? Are a lot of young boys raised in Korea allowed to act so disrespectful of their parents and others? Just a question, maybe I missed something in the film. ( I do have a very small TV and the subtitles were difficult for me to read sometimes...) Could anyone share some insight as to the accuracy or inaccuracy of how children are generally expected to behave in the Korean culture?
Tarantino's name was only added to the promotional packaging due to some politics which prevented Miramax from releasing director Zhang Yimou's excellent film until two years after it was released in Asia. Tarantino added his name to the box to draw US viewers but it had long been wrapped.
As well he should have because it an fantastic film. The long slow mood building camera shots might have been tiresome to some American viewers but they underscore one the important qualities of Zhang Yimou's films. His scenes convey moods in all respects, the colors, weather, costume, language, all of it fits together just so. This film is an excellent resource for my 7th graders, when we are studying China we watch the three minute clip when Nameless and Flying Snow defend the calligraphy school from the Chinese Emperor's massed army. It is an visually stunning moment which the students can witness the costumes, the weapons, the tactics, the building styles, etc... in helping them visualize ancient China.
I think your review of "Mulan" and the other folk "heroes" is very thought provoking. All the Perault and Grim fairy tales all also have a dark side. But I think as civilization "advances" , the folk tales should change... not to hide the originals but to strive towards a higher ideal. To show where we've come from and where we hopefully will progress to.
When I taught 6th grade I always had an interesting discussions with parents on back-to- school night. I would discuss the famous Greek plays... among them Oedipus Rex. I told them don't be alarmed if your children come home and tell you a story about a man who killed his father and married his mother...It always got a big chuckle. But you have to tell the Greek stories to see where our literature gets its idea of fate and tragedy.
I use "Mulan" as a springboard to discuss the problems girls/women face in every society.[Edit by="mwhittemore on May 21, 2:25:20 AM"][/Edit]
"Not One Less" is a G rated movie suitable for use in the classroom and something our students would relate to while connecting with the rural vs. urban differences in China today. It is by Zhang Yimou ("Raise the Red Lantern") and uses real townspeople in a type of docu-drama. The movie has English subtitles but requires little reading to understand. This movie has been on my mind for awhile, especially as a teacher and faced with the recent California budget crisis' impact on teachers and students. I saw a t-shirt recently: "No
ChildTeacher Left Behind". The substitute teacher in this movie, "Teacher Wei" , would have liked to wear this shirt. The story is about a 13 year old girl who is asked to substitute for the village teacher in a one-room school house while the regular teacher visits his ailing mother. She is obviously ill-prepared, the "myopic leading the blind", with few supplies (one box of chalk to last one month), and with an "administration" that allows full autonomy, unless the students are M.I.A. What is so touching is the transformation of Teacher Wei as she grows into her role. It is remarkable how universal the student-teacher issues can be, i.e. the recalcitrant student, the class comedian, and the classroom management strategies. She is not very concerned with what her charges learn as long as they remain in the class. She will only be paid when the regular teacher returns and she has "not one less" student. Unfortunately the realities of the rural life demand that one of her students make money for the family in lieu of school and she is determined to find her missing student who has left for the city. Her motives are self-serving at first, but with tenacity and ingenuity her attitude changes about this boy she is seeking in the city. If you can find this movie released by Sony Pictures I recommend you sit down in a quiet moment and watch it for yourself, whether you show it to your class or not.For more info here is the link: http://www.sonypictures.com/classics/notoneless/home.html
mkuhn....What a great review!.. You covered everything! I agree it is a fantastic film not only from the view of paleontology but the social scenes it presents of Chinese society. I think this film is for all grades and adults interested in the dinosaur-bird connection. I have shown this film to my 2nd grade class twice and they loved it for all the reasons you mentioned.[Fossils and dinosaurs are part of the 2nd grade Open Court readings].
Another good movie, 1 hr., that discusses the bird-dinosaur connection is "Dinosaurs: Return to Life?" [Discovery ]. It discusses the reverse genetic engineering of birds into dinosaurs. I think the film "Utah Raptor" also discusses the connection with finds made in China and those in Utah.
I use several animated films in the classroom (Princess Mononoke, Grave of the Fireflies, Samurai Champloo), but Barefoot Gen is by far the most effective piece of film I use in my US and World History classes.
A day or two prior to the film my students do a role-play where they act like the Joint Chiefs of Staff and develop a battle plan in regards to the war in the Pacific; most students decide on the Atomic Bomb without flinching.
The next day, I review with my students what the US ultimately decided (to no one's surprise), then I explain that from the American perspective the atomic bomb saved lives and ended the war quickly. I then ask "what about the Japanese perspective?" I then introduce the film which is followed by chuckles and references to Dragonball Z from my students.
I do not show the entire film, but instead the 15 minute clip of the A-Bomb being dropped and its immediate aftermath. When I stop the film I've found that students typically believe that the cartoon exaggerates the impact of the bomb. So i follow up the clip with a PowerPoint of photos from the atomic bomb survivors and pass out a reading from John Hershey's "Hiroshima"
After some discussion, I introduce an art based activity inspired by the art made by the A-Bomb survivors (Hibakusha). I show them the art done by the Hibakusha, have them complete an interior monologue as if they themselves were a hibakusha, then they work on a drawing or painting. The final products are posted in the classroom and are used to introduce a discussion on nuclear weapons
-Danny Diaz
East Asia and New Media in My Classroom
USC U.S. - China Institute
Film Review
Cynthia Nenezich
The Film that I have decided to review for this seminar is Seven Years in Tibet. There are numerous excellent films depicting Asian history and culture, but many are not appropriate for 7th grade students. Seven Years in Tibet is an exception. I have shown this film as a staple in my Asian studies curriculum for years. Students love it and relate to it with ease. The film teaches students about a variety of moral dilemmas various cultures face, while remaining age appropriate. Lying, cheating, being prideful, escapism, selfishness, depression and love and redemption are all depicted in the film in a manner which is easily understood and appreciated by students of all ages.
The movie is based on the true story of Austrian mountain climber, Heinrich Harrer, whose life is changed for the better by his experiences in Tibet, his interaction of with the people and specifically with the young Dali Lama. Harrer’s character is transformed from an hostile, selfish man who leaves his pregnant wife to go climb the peak of Nanga Parbat a mountain that separates India from China, (part of the Himalayas), to a man with moral character and an appreciation for life.
The movie starts at the beginning of World War II and ends with the Chinese occupation of Tibet in 1950. Harrer’s climbing partner, and leader of the expedition, Peter Aufschnaiter, had gotten off to a bad start when an arrogant Harrer injures his leg in a fall during the climb and subsequently lies about his injuries. Harrer’s secret almost costs Aufschnaiter his life. The mountaineers are then forced down the peak due to an avalanche and are picked up by a British Patrol in India and become imprisoned due to Germany’s and Austria’s connection in the war. After numerous attempts, they successfully escape.
As the movie progresses, we see Harrer con Aufschnaiter out of a watch that has much sentimental value for him. Aufschnaiter discovers the con and wants to leave Harrer to his own devices. Harrer, lacking food and supplies is dependent on Aufschnaiter for survival and at this moment in the movie we see the first glimpse of his humanity as he apologizes for the theft.
Harrer’s humanity is further revealed through his journal entries and letters home to his son which he abandoned. These sentimental entries and heartfelt letters begin to show Harrer in a different, more emotional light.
After a treacherous trek through the Himalayas and the Plateau of Tibet, both men reach Lhasa. During the trek Harrer saves Aufschnaiter’s life by giving him his boots to wear, as Aufschnaiters are ruined and he faces not only losing his feet, but dying from exposure to the harsh and cold weather conditions.
Once the men have navigated their way into Lhasa and gain acceptance and security within the city, both men begin to compete for the affection of a beautiful Tibetan tailor named Pema Lhaki. Harrer, a gold medalist, tries his best to impress her. However, it is the unassuming Aufschnaiter who wins the girl’s affection. Depressed and longing for a relationship with his son, Harrer is asked by the young Dali Lama for a meeting and the two become friends quickly and form a bond of mentor and student.
It is through this relationship between the Dali Lama and Harrer that we see into Harriers soul and realize that there is redemption for him after all. The movie is excellent in portraying the Tibetan Buddhist beliefs and spiritual way of life. Harrer himself begins to apply aspects of Buddhist beliefs to his cognitive thought processes. When Communist China enters Tibet, Harrer tries to get the Dali Lama, now 18, to escape with Harrer by his side. When he proposes this to the young Dali Lama, Buddhist spiritual beliefs again come in to play. As the Dali Lama rejects Harrer’s offer and explains the spiritual and moral reasons behinds his decision, the Dali Lama tells Harrer to return to Austria and be the father he had been longing to be.
Harrer leaves Lhasa soon after to return home and face his son he abandoned seven years prior. When Harrer arrives in Austria in 1951, his wife is remarried and his son does not want to meet him, as he had expected. In the remaining moments of the movie we see a gentle, patient man who finally successfully bonds with his son. Transformation is now complete and redemption is found. This is a true testament to the impact Buddhist culture and the impact of Harrer’s interaction with the Dali Lama had on Harrer’s moral development.
This film introduces students to Tibet, the Dali Lama, and to the Communist Chinese and their propaganda machine. Students respond positively to the film and must write a two page paper answering the question of whether or not Harrer changed because of the Dali Lama and the Tibetan culture and spiritual beliefs, if he didn’t really change at all, or rather if he let his true self emerge with all his bad qualities melting away to become a vulnerable and selfless man.
Responses from students vary, they are also asked to write about Henrich’s former moral character and relate it to themselves and the life lessons the movie taught. Seven years in Tibet is an engrossing, beautifully cinematic film with some great lessons to be learned by all. I highly recommend this film for all middle school students who are studying about Asia and their various spiritual, religious, and political differences.
East Asia and New Media in My Classroom
USC U.S. - China Institute
Film Review
Cynthia Nenezich
The Film that I have decided to review for this seminar is Seven Years in Tibet. There are numerous excellent films depicting Asian history and culture, but many are not appropriate for 7th grade students. Seven Years in Tibet is an exception. I have shown this film as a staple in my Asian studies curriculum for years. Students love it and relate to it with ease. The film teaches students about a variety of moral dilemmas various cultures face, while remaining age appropriate. Lying, cheating, being prideful, escapism, selfishness, depression and love and redemption are all depicted in the film in a manner which is easily understood and appreciated by students of all ages.
The movie is based on the true story of Austrian mountain climber, Heinrich Harrer, whose life is changed for the better by his experiences in Tibet, his interaction of with the people and specifically with the young Dali Lama. Harrer’s character is transformed from an hostile, selfish man who leaves his pregnant wife to go climb the peak of Nanga Parbat a mountain that separates India from China, (part of the Himalayas), to a man with moral character and an appreciation for life.
The movie starts at the beginning of World War II and ends with the Chinese occupation of Tibet in 1950. Harrer’s climbing partner, and leader of the expedition, Peter Aufschnaiter, had gotten off to a bad start when an arrogant Harrer injures his leg in a fall during the climb and subsequently lies about his injuries. Harrer’s secret almost costs Aufschnaiter his life. The mountaineers are then forced down the peak due to an avalanche and are picked up by a British Patrol in India and become imprisoned due to Germany’s and Austria’s connection in the war. After numerous attempts, they successfully escape.
As the movie progresses, we see Harrer con Aufschnaiter out of a watch that has much sentimental value for him. Aufschnaiter discovers the con and wants to leave Harrer to his own devices. Harrer, lacking food and supplies is dependent on Aufschnaiter for survival and at this moment in the movie we see the first glimpse of his humanity as he apologizes for the theft.
Harrer’s humanity is further revealed through his journal entries and letters home to his son which he abandoned. These sentimental entries and heartfelt letters begin to show Harrer in a different, more emotional light.
After a treacherous trek through the Himalayas and the Plateau of Tibet, both men reach Lhasa. During the trek Harrer saves Aufschnaiter’s life by giving him his boots to wear, as Aufschnaiters are ruined and he faces not only losing his feet, but dying from exposure to the harsh and cold weather conditions.
Once the men have navigated their way into Lhasa and gain acceptance and security within the city, both men begin to compete for the affection of a beautiful Tibetan tailor named Pema Lhaki. Harrer, a gold medalist, tries his best to impress her. However, it is the unassuming Aufschnaiter who wins the girl’s affection. Depressed and longing for a relationship with his son, Harrer is asked by the young Dali Lama for a meeting and the two become friends quickly and form a bond of mentor and student.
It is through this relationship between the Dali Lama and Harrer that we see into Harriers soul and realize that there is redemption for him after all. The movie is excellent in portraying the Tibetan Buddhist beliefs and spiritual way of life. Harrer himself begins to apply aspects of Buddhist beliefs to his cognitive thought processes. When Communist China enters Tibet, Harrer tries to get the Dali Lama, now 18, to escape with Harrer by his side. When he proposes this to the young Dali Lama, Buddhist spiritual beliefs again come in to play. As the Dali Lama rejects Harrer’s offer and explains the spiritual and moral reasons behinds his decision, the Dali Lama tells Harrer to return to Austria and be the father he had been longing to be.
Harrer leaves Lhasa soon after to return home and face his son he abandoned seven years prior. When Harrer arrives in Austria in 1951, his wife is remarried and his son does not want to meet him, as he had expected. In the remaining moments of the movie we see a gentle, patient man who finally successfully bonds with his son. Transformation is now complete and redemption is found. This is a true testament to the impact Buddhist culture and the impact of Harrer’s interaction with the Dali Lama had on Harrer’s moral development.
This film introduces students to Tibet, the Dali Lama, and to the Communist Chinese and their propaganda machine. Students respond positively to the film and must write a two page paper answering the question of whether or not Harrer changed because of the Dali Lama and the Tibetan culture and spiritual beliefs, if he didn’t really change at all, or rather if he let his true self emerge with all his bad qualities melting away to become a vulnerable and selfless man.
Responses from students vary, they are also asked to write about Henrich’s former moral character and relate it to themselves and the life lessons the movie taught. Seven years in Tibet is an engrossing, beautifully cinematic film with some great lessons to be learned by all. I highly recommend this film for all middle school students who are studying about Asia and their various spiritual, religious, and political differences.
A video that would not at first glance appear to be about Asia but in reality illustrates very clearly some of the facets of current relations between the United States and China is Is Wal-Mart Good for America?. It is a 60-minute PBS production and is available on DVD.
The video relates some of the history of Sam Walton and Arkansas-based Wal-Mart, then goes into Wal-Mart's techniques for cutting costs. It's cost-cutting practices resulted in a shift of much of its supplier base to China. The video then shifts to China, illustrating the economic growth in China from becoming a major supplier of goods to the United States. There is also some commentary on the trade policies of Bill Clinton, former Governor of Arkansas. Not mentioned is Hillary Clinton's former role as a member of the Board of Directors of Wal-Mart.
I showed this DVD to my twelfth-grade Economics class in the final week of classes. The students found it very eye-opening. It elicited several comments and questions from a usually nonresponsive group. I recommend it for both Economics and Government classes.
I hope everyone had a chance to use the free movie passes to see, "Mongol", that I posted. I went to see it and I must say it was worth the 2-hour wait in line. It was an epic film, but not in the traditional sense. The battle scenes were not unbearable nor too graphic (except for the scene where a guard's face is smashed in), but it definitely deserves the R-rating.
This fictional story of the humble beginnings of Ghengis Khan shed a lot of light (for me) on the language, culture & people of early Mongol as well as their reservations about the Chinese people. It is presented in its original languages of Mandarin and Mongolian dialects, which I highly appreciated. My mandarin is very limited now due to lack of use, but I could definitely distinguish the dialect of the Mongolian people from that of Mandarin in the second half of the film. The subtitles were a bit limited, though. There would be a full minute of spoken language followed by one or two brief sentences in the subtitles; One of my pet peeves.
I believe this movie could be used in the classroom, not only because of the historical/social significance, but because it does not delve too much into tangent subjects. It vividly portrays the life of many mongolian tribes - their clothing, food, language, & various beliefs, as well as their military fighting techniques - as heretofore, never seen or experienced by most americans.
Many of the spiritual beliefs are touched upon as well as cultural rites, but without any apologies or explanations for non-believers or doubters. Many a time, there were scenes where Ghenghis Khan was caught in a predicament that seemed insurmountable, only to be freed in the next scene without any directorial explanation. It is your own belief in the possibility that carries the plot.
Its plot mainly focuses on that for which it seemingly was intended: to introduce the audience to the background and life purpose of the great Mongol, Ghenghis Khan.
I plan to purchase the Special Edition DVD version of it the moment it comes out. I would definitely fast-forward the graphic scenes, though, if I were to use this film in my classroom.[Edit by="pswearingen on Jun 18, 7:30:44 PM"][/Edit]
[Edit by="pswearingen on Jun 18, 7:31:59 PM"][/Edit]
I saw "Mongol" last weekend. I agree with you about the use in the classroom. Specifially, it would provide a good setting and introduction to the 6th grade and 7th grade units on China. The vistas of the steppes and the river are powerful images.
The arial battle scenes of the two armies really puts perspective on the number of warriors it took to decide the future of the Khan and uniting the Mongol clans. For the 6th grade, it could be compared to the armies of Emporer Qin.
I did not mind the short subtitles since it was mostly a visual film. I liked it well enough to see it again at a theater before I downsize to the CD version on my home screen.
I saw this film last weekend. While there were no lines, the theater was fairly full. It is certainly worth seeing parts of the film as illustrative of terrain where the Mongolians lived. Also, aspects of the culture, the sounds of the language, the interactions of friends and foes, and the treatment of captives were informative.
I have read a number of commentaries on the film as well, including one by a native Mongolian. Taken as a whole, the commentaries question several aspects of the film, including the use of Japanese and Chinese actors in lead roles, some specifics of the dress of the actors, the subtitling and, most importantly from my view, the historical accuracy of much of the film.
So before showing parts of the film, I would be inclined to do some research in order to gather more information about Mongolian history so as to avoid spreading too many inaccuracies to students.
I saw part of the movie, had to leave the theatre, but I thought the views and scenery in some of the shots were amazing.
I originally thought about reading this book and creating a unit to use with my ninth graders and fulfill the seminar requirements. So, like a students, I decided to watch the movie first. I pleasantly surprised to find out that one existed. "To Live," was written by Yu Hua and directed by Zhang Yimou. The film deals with the lives of Fugui and Jiazhen, a husband and wife with two children, as well as Fugui's mother. It takes place from the 1940s up to the 1980s. Fugui has a gambling problem, so the family loses everything which splits the family apart. It is a time when the Chinese Nationalist's and Communist's are battling for control of China. The also film deals with the social upheaval afffecting many Chinese.
I plan to teach the novel first and address many of the 9/10 English standards such as tone, characterization, imagery, and diction. After the students have read the book we will address a writing standards that requires students to compare a written piece to a play or movie. They will examine how lighting and action affects the message and overall theme of the movie. This will culminate in an essay.
Not One Less
Starring: Wei Minzhi , Zhang Huike , Tian Zhenda , Gao Enman
Director(s): Zhang Yimou
Rated: G
The movie Not One Less would be appropriate for a sixth grade classroom. This movie is about a 13 year old girl, (Wei Minzhi) who is hired to teach at an impoverished village's one-room schoolhouse when the teacher has to leave. She is the only choice since no one else wants to step up to the challenge. The girl has no experience as a teacher, she can barely read or write herself. The students sense this and as a result they become chaotic and unruly. After a few days the students begin to respect the young teacher. A bond begins to form between the students and the teacher. When she finds out that one of her students is sent to work in the city, the young inexperienced girl embarks on an adventure determined to find him.
The film illustrates the differences between rural and city life. This film would be suitable for an English class. Students can draw several comparisons from the film. They can compare schools in rural areas with their own school. They might also compare life in the city with rustic life. As they are watching the film, they might use a sequence chart or a cause and effect chart to detail certain events.
I recently watched Shansho the Bailiff from 1954, directed by Kenji Muzoguchi. It is considered a masterpiece and I only stumbled on it because of Netflix recommendations. I without hesitation recommend this film. If only because of the opening declaration, "Without mercy, man is not a human being." However, the film chronicles a family separated by a capricious lord and their attempts to reunite over several decades. Resisting or fighting against forces outside their control, the family members' stories illustrate "human condition" suffering at its most poignant. Very touching and very moving. While the movie has intrinsic value for its pathos, it also portrays life in early feudal Japan. Primitive looking houses and "material life" artifacts which might be helpful in helping students imagining what life in small villages, among slaves, or on farms would look like. The movie also touches on the subject of slavery in other cultures, i.e. Japan, in this case. Finally, the movie illustrates movie making from 50 years ago--black and white.
Mongol is an amazing movie! I was taught that Genghis Khan was an inhuman monster, the scourge of Europe or something like that. I just finished reading a book about him by Jack Weatherford. His information especially for Genghis Khan's youth he says is based on a "secret history". Anyway, the movie seems to based on the same document, since it seems to tell virtually the same story. So, I guess the movie is pretty accurate. In addition, something I especially enjoyed and wanted to see, there is much location footage of the area of the Mongols. Weatherford points out that the Mongols controlled the largest empire ever in the history of the world. It's about time we start to get a more balanced view. An interesting lesson on bias and point of view can be taken from the last part of Weatherford's book which deals with the European view of the Mongols after about the 17c, Marco Polo's writings, and this movie.
This post is about a film that hasn't even opened. John Woo is making "The Red Cliff" (an episode from the great Chinese novel the Three Kingdoms). The reason for this post is that the Los Angeles Times reported on an accident during the filming and a stunt man died. The implication seems to be that the Chinese are less careful about protecting life & limb. A bias we've all heard. Yet, as you continue to read, the majority of the article talks about safety issues on other movie sets, most notably the new James Bond movie. I don't know if I'm being too sensitive about this, I can't think why I should be, or if there really is a slant to the presentation of the Times. The title of the article is 'Red Cliff' and Bond: Safety first on set -- or last? if you want to check it out. In any event, nothing will spoil my anticipation for this movie. I read the book and I love John Woo. What could be better?
I would like to recommend to all of you a movie that is very special to me. Many years ago PBS broadcast a series of Japanese movies, one of which really stood out for me. I recalled the title as Harp of Burma but the dvd that is out has The Burmese Harp as the title. I rented it from Netflix and the movie's impact was just as devastating. The Amazon plot summary is as follows:
Based on the novel by Michio Takeyama, The Burmese Harp stars a Japanese platoon stationed in Burma whose choir skills are inspired by their star musician, Private Mizushima (Rentaro Mikuni), who strums his harp to cheer the homesick soldiers. As the troop surrenders to the British and is interred in Mudon prison camp, Mizushima escapes to be faced with not only his imminent death, but also the deaths of thousands of other soldiers and civilians. Relinquishing his life as a military man, Mizushima retreats into a life of Buddhist prayer, dedicating himself to healing a wounded country.Filmed in black and white, strong visual contrasts heighten the divide between peace, war, life, and death in this highly symbolic film. Scenes in which the Japanese soldiers urge opposing forces to sing with them portray military men regardless of alliance as emotionally sensitive. Showing the humanistic aspects of war, such as the male bonding that occurs between soldiers, doesn't justify war as much as deepens its tragedy. This release includes interviews with the director and with Mikuni, further contextualizing its place in Japanese cinema. The Burmese Harp, with its lessons in compassion and selflessness, is so transformative that viewing it feels somewhat akin to a religious experience.
The last sentence captures something of its impact. I don't know if you are willing to weep in front of your class but the movie certainly stirred me.
Nova broadcast a show a few year back that is still showing up from time to time entitled World in the Balance: The Population Paradox. The second half of the show is about China. The PBS website says that:
In the second hour, "China Revs Up," NOVA takes the pulse of China's hyperactive economy, which is the fastest growing in the history of the world. During the last two decades, China clamped down on its population growth through its controversial one-child policy, but in recent years it has relaxed those rules, moving in the direction of more reproductive freedom. As the sprawling country develops from a poor nation and aspires to a more middle-class lifestyle, China's air, land, and water are beginning to suffer. Already, a massive dust cloud of eroded soil from Mongolia has darkened the skies over North America, and air pollution from Beijing and Shanghai regularly wafts as far as California.
The program can be used in conjunction with Al Gore's Inconvenient Truth or by itself in lessons relating to economic growth and environmental degradation. I thought the program was pretty interesting, but the first half about Population Growth was more useful to me.
I recently saw Sergei Bodrov's "Mongol", which attempts to tell the "untold" life story of Genghis Khan. The movie truly is an epic as it covers the life of Temudgin and his rise to becoming the Khan. It is a story of revenge and love and is beautifully shot. Im curious as to how historically accurate the film is. Apparently it is based on scholarly books and an ancient poem called "The Secret History of the Mongols". I think parts of the movie could be used in world civilizations classes and in an AP World History class
I picked up a movie at Fry's called Legend of the Black Scorpion which I had never heard of but it had won awards and had Ziyi Zhang (Crouching Tiger, Hero), directed by Xiaogang Feng and action sequences by Yuen Woo-Ping (Matrix, Fearless) and because I like this sort of thing. I was totally unprepared for what I saw. Just like Akira Kurosawa adapted Shakespeare's Lear & Macbeth, this is a reworking of Hamlet. It's original title The Banquet refers to the bloodbath at the end of the story. It is a gorgeous period piece set in the early 10th century. I wouldn't want to comment on its historical accuracy but at least it is done by a Chinese. Costumes, sets, scenery it is an amazing feast for the eyes.
I think this could be used to illustrate Chinese values. The film follows Hamlet in many details, the poison in the ear, the play within the play, the poison blade, the mission abroad which doesn't work, the hero's academic background. Nevertheless, there are important differences. The differences, I believe, reveal Chinese attitudes or values. The Gertrude character is the Hamlet character's step-mother, allowing a more explicit sexual attraction between them. Perhaps the incestuous sheets referred to by Hamlet is a line the Chinese will not cross. It is also more sexually explicit than almost any Chinese movie I can think of, but it is not in any way explicit by our standards, there is a bare-back massage and a hint that there had been intercourse but nothing on the screen. The movie is not rated. Perhaps, more telling, at the end (spoiler alert) the Claudius character takes the poison intentionally saying that perhaps "it will set things right." To me this suggests restoring a cosmic order while Hamlet can't kill Claudius when he is in prayer because he (Claudius) would go to heaven. Hamlet's scheme to catch the conscience of the king in Black Scorpion doesn't yield any kind of dramatic outburst, but it's clear the king recognizes himself. In fact there is much about masks--masks put on as well as turning the face into a mask. All in all, I think there is a lot in the movie that in the adaptation to a Chinese audience reveals the differences between the two cultures and therefore helps students to appreciate the uniqueness of Chinese culture.
The trend in Hollywood these days is to remake Japanese and Korean horror films. "The Ring", or Ringu was originally a Japanese horror movie as was "the Eye". "The Host", which is a Korean film about a deadly virus was released here in the US last year. Im curious, and perhaps someone can answer this, why are so many horror movies being made in Korea and Japan? Is it simply that there is a demand? Or, can it be attested to something cultural? Just curious.
I watched the film The Joy Luck Club. The film has an R rating and I wouldn't show it without parental consent, but it is an extremely interesting and mind-opening film about four Chinese mothers and the impact their lives had on shaping each of their American-born daughters' lives. It is a story mostly told in flashback about the four mothers (who became life-long friends) and the different life paths that they traveled and the tragedies, triumphs, and defeats they endured. It starts out at the funeral of one of the four friends. I really liked this film and I think if the students saw it, they would not find a dull moment.
How will this be used in my classroom?
In the literature book that I use in my classroom is a story called "Rules of the Game." This story is an excerpt from the book The Joy Luck Club. Since I teach Special Education, I don't usually read whole books. We usually do short stories. This story can be used to help teach cultural understanding and to show that we are as alike as we are different.
We would do BEFORE, DURING, and AFTER reading activities. Making the connection, quickwrites, vocabulary, reading strategies, Elements of Literature, etc. will all be addressed in this lesson.
I was watching a documentary about Japanese Anime (the one that comes on the Animatrix DVD) and one of the talking heads stated that much of Japanese art deals with the post-apaclyptic future because Japan is a post-apocalyptic country. This statement intrigued me, and it seems to make sense. For example, Akira starts off with a huge explosion that looks like a mushroom cloud and then introduces a Japanese society that has completely become uncivil and anarchic. Godzilla is also interesting to put into this context. Now, Im not an expert on the films, and although I did catch several movies by watching Kevin and Bean's Sci-Fi theater on channel 9 back in the day, I don't know the background to the monster's creation. That being said, Godzilla is a the result of a sea lizard whose DNA has been meshed with radioactive materials (perhaps the same ones found in the A-Bomb). Perhaps Godzilla can also represent the United States. Godzilla sometimes plays the villain, destroys Tokyo and other cities, just like the United States did during World War II. In other movies, Godzilla saves the country from other monsters, some of which were created by mad Japanese scientists. In these scenarios perhaps Godzilla represents the brutal reality that a monster (the US in WWII) has to save Japan from itself (like it did in WWII). The first Godzilla movie came out in the early 50's, a few years after th Atomic Bombs were dropped on Hiroshima and Nagasaki. No doubt that catacysmic event impacted the artistic movements in Japan. What do you think?
I watched a documentary program, "Peoples Republic of Capitalism", hosted by Ted Koppel, aired through the Discovery Channel from July 9 through July 12. Chongqing and its surrounding area was the city where Mr. Koppel visited and interviewed a variety of people. It was selected because it is one of the fastest growing economies in the Peoples Republic of China.
In the first part of the program, it showed middle-class citizens, and how fast some of them became rich. Some middle aged men and women have nostalgia for the old Communist days: simple, hardworking life. They said, "Now, there is more competition, more pressure....". One of the young established artists said, "I don't love my government, but I trust my government." I think this is a complicated statement.
Mr. Koppel went to a red-light district in Chongqing and interviewed some teenage girls in one of the establishments. The girls work there because it is a job uneducated girls can get to earn money, and they entertain rich middle-class men. The program did not show the healthy side of the entertainment, like theater, Karaoke just for friends.
According to Mr. Koppel, Chinese people like black cars: GM-Buick because of its elegance and better reputation. China produces 9 million vehicles a year, and they are like America 50 years ago automobile mania was in full bloom. In China, the streets are congested with automobiles, and many cars are not checked for air pollution. Most recently they are trying to convert from gasoline to natural gas for taxies and busses.
The system of solving traffic accidents is totally different from USA. There is no court and no lawyers are involved most of the time. The police who came to the accident scene writes an official report, and often acts as an adjuster. There is no insurance company to collect money, either: simple cash payment on the spot. Chinese explained this as "avoiding unnecassary complication." Recently the Liberty Mutual Company appeared in China. They manage auto insurance pay outs in the Chinese way: no deductibles, and often pay off a claim on the spot.
China needs coal for their econimic growth, jobs, and electricity. But in the meantime it creates pollution, corruption, and saftey problems. Mr. Koppel said, "China has the worst safety record in the world for coal mininng". The coal workers get 3 times more salary than other blue color workers. A typical coal miner/worker gets $300/month. It is a good salary for Chinese.
A goverment official received bribes from the real estate developers. He was sentenced life in prison, but the developers were not prosecuted. China has gotten too rich, too quickly. "Is this the corruption of China?" Mr. Koppel said.
The last story about education was very interesting. There is a family of four (a middle aged husband, wife, a college age son, and a high school age daugher) in a village. The husband used to drink alcohol and only worked for 2-3 hours a day at home (farm/yard). But the wife threatened him with divorce if he could not earn enough money to send their children to college. So he found the job as a luggage carrier (he has to use a long pole on his shoulders to carry heavy luggage) for the tourists. They only ate meat once a week. They were able to send their son to college. The son said, "My parents have no education. They can not protect themselves from the bad people, especially from the cheaters." The husband did not want to send the daughter to school as she was "only a girl". But the wife insisted their daughter would get a good education or she would go to the city to earn the money to pay. The daughter went to the better school.
This woman reminds me of the mother of Mencius who encouraged Mencius to study hard in the right environment; the mother of Mencius relocated 3 times to achieve the goal while Mencius was in school. Also this is a good sign of the Chinese woman to stand up for her ideals life even she is poor and uneducated. I think she is a wise woman.
I would like to show this documantary to my high school students after I teach them some classical Chinese, so that my students will be able to compare old and new part of Chinese people and their lives. [Edit by="kirion on Jul 23, 2:39:06 AM"][/Edit]
"The Joy Luck Club"
With some films one can say, "If you liked the book, you'll like the film," but not this one. In fact, I'm afraid that many people will feel just the opposite; if you liked the book you're bound to be disappointed in the film. And I would suggest to those who feel that way that the reverse is also true -- people who like the film could be very bored by the book.
Not being Chinese, I don't know why I feel I can say this (and maybe I can't), but I found that the book had a "Chinese" feel to it that the film lacks. This isn't necessarily bad. I enjoyed both the book and the film. I liked the book because it took its time, and sometimes told stories with no endings, and always had an element of mystery, whereas I liked the film because it moved, was never boring, and the interweaving of stories was never confusing.
Being a former screenwriter, I know this wasn't easy, although the filmmakers made it look that way -- it was a heluva book to try to bring successfully to the screen, I'm sure. And since I'm using "The Joy Luck Club" in my Curriculum Project, I'm glad the film moves so I can show it to students.
rueben gordon
This documentary sounds phenomenal. I usually watch the Discovery Channel and by your description of it I am sorry I missed it. I will be looking for re-runs because I am sure they will play it again. Also, coming up real soon is the History Channel's production of a show called China. It's either on Discovery or History Channel.
Musa The Warrior is a Korean movie that came out in 2001. I picked to watch this movie because it takes place shortly after the Ming Empire has come into power and as The Yuan is still trying to hold on to the greatness that once was their Empire. This film fits in the time period that we study in 7th grade world history. One of the things I really liked about the film is that it is told from the Korean perspective. At the time the Koreans are kind of the outsiders between these two strong Empires the Ming and Yuan. The film does a good job of showing class systems during the time from slaves to peasants, to soldiers (with different classes as well) to a Princess. I found a lot of good value in this film however, it is very violent. Heads getting chopped off, blood gushing, arrows through heads, and stuff. If you plan to use it in your class you are going to have to be really selective about what parts you can show. I plan to show segments to my class, hopefully the message of the film will not be lost.
If you are looking for some comedy relief and a cinematic good time. See Kung Pow! Enter the Fist. This one you can't show the students but is very funny. Actor/Director Steve Odekerk inserts himself into an old Kung Fu movie will offbeat dubbing and all. It is a spoof on the old Bruce Lee movies and if you have not seen it but need some comic relief check it out.
Film: Spring, Summer, Fall, Winter, and Spring.
While at Office Depot getting supplies for my project I saw this film for a thrifty $10.00. The film is Korean and has subtitles, but there is very little talking in the film. The subtitles that are in the film are very easy to read and short. The movie is rated "R" as their is sexual situations in it that are not appropriate for young students, if you deleted the one part of the movie, it would be great for high school.
I watched the movie by myself last night and suggest watching it with another person as it is very thought provoking and leaves one full of questions.
The story is a simple one on an old Zen Buddhist monk and his young protegee (who we see grow up during the film). There are some beautiful moments in this film when the youngster mistreats a frog, a fish, and a snake. The lesson taught to him about his misjudgement is one the young Buddhist carries with him through the end of the film.
The film also deals with the young monk discovering the outside world of lust, as he and the Master play host to a young women who was brought to the temple as she was ill. The lessons that are learned are done by the seasons. The camera shots are incredible, the scenery noteworthy. I would recomend this film to anyone who likes Asian films especially those that make you think!
Movie Review
Title: The Painted Veil
I recently happened to watch this movie that was released in 2006. It is based on the novel with the same title by W. Somerset Maugham. It is the second cinematic adaptation after the 1934 MGM film. It is rated PG 13, however it includes some inappropriate content for sixth graders.
The upshot of the plot includes a pretty young woman from London who under her parents pressure, finds a young bacteriologist from China. At the onset it is a loveless marriage, but later the couple find love in a small village of Shanghai.
I recently taught summer school and incidentally we discussed an article on Typhoid and how it is contracted. Thinking along the same lines I would incorporate this movie in my lesson plans and show how Cholera was contracted and how deadly it was in the village of Shanghai where Dr. Walter Fane (as known in the film) works in the lab to find a cure for the epidemic of Cholera. Dr. Fane's dedication to his project and his passion for humanity is worth emphasizing in the classroom. He also acts as a medical doctor and attends to the villagers who are dying like flies due to the epidemic.
Cholera was a significant epidemic in the early 1800's and a century later the vaccinations came about.
Since Cholera is contracted through contaminated food, water and insanitary conditions, Dr. Fane helps the villagers to install a running water system using bamboo logs.
Tragically, Dr. Fane himself dies of the then deadly disease.
In addition to the history of cholera, the message to my students would be to appreciate the invention of the vaccinations and be thankful to what we take for granted.
The dialogue and emotions are quite craftily portrayed in this movie. I would recommend my colleagues to watch. I was truly touched by it.
I am huge fan of using movie clips to get a point across or to illustrate a theme. One of the units I cover is the rise of Western Civilization and in this unit I cover the story of the 300 at Thermopylae. While covering this I talk about how King Leonidas is portrayed as a hero. Well, now thanks to this class I could also include clips from Jet Li's Hero to portray the Chinese concept of what a hero is. I viewed the movie Hero and was quite impressed. Nameless( Jet Li) and King Leonidas are vastly different but I believe that students nonetheless could appreciate both in their contexts. Both take on seemingly impossible odds and in the end both lose their lives. If you teach World History and cover Sparta and are looking for a way to include more East Asia into your teaching. Compare and Contrast King Leonidas and Nameless. Show clips from (appropriate clips that is) from 300 and Hero!
Kundun
I was so excited to see this film, since I am a great fan of the Dali Lama and love 7 Years in Tibet. But I must say I was dissapointed with this movie. It started out good when the Dali Lama was a young child and boy, but when he neared the age 18 things started to get a little dry and boring, The acting was dull and if you did not know anything about the Communist take-over of Tibet, you would have thought that Chairman Mao and the Dali Lama were the best of friends. When he finally reaches the Indian boarder, his Holiness could hardley sit on his horse, while all the old men who accompanied him were still on their feet, I didn't buy it. I must say I am a fan of Director Martin Scorsese, but besides the stunning visual effects, the film bored me, which surprised me as I thought I was going to run out and buy it instead of just renting it. I think 7 years in Tibet is a much better movie for students and easier to understand. There was a part in Kundun where his father dies. They show the monks slicing up the old man's body and throwing the parts to waiting vultures! I don't know what this has to do with Tibitan Buddhism, but will try to find out. Grusome!
I do have to say that in the beginning of the film it did answer some questions for me as to how the Dali Lama is chosen, ect, which was educational, and I was very tired when I watched it but I really was disappointed with this film, sorry!!
Memoirs of a Geisha is an extraordinary film. I watched it when it first came out becuase I had read the book. Then I watched it again to see if it would fit in with my unit plan of Japense Literature and Roles of East Asian Women.
In this film, a young girl and her sister are sold by their father because he feels he does not have money to take care of them. The older sister is forced into prostitution and the younger is forced to enter a geisha house. While it was better to be a geisha than a prostitue, both girls were products of human trafficking. This issue of human, primarily child trafficking is one that I tend to explore with my students. I find that female child trafficking is a more prevalent issue. While in Memoirs of a Geisha, this occurs in Japan, female child trafficking is a major issue in China today. There are a couple of documentaries that I will use in my unit plan that enlightens viewers of the attrocities of child trafficking and ithe perceived insignificance of Chinese girls. These films are China's Stolen Children and The Dying Room.
Of course, in Memoirs of a Geisha, there is a happy ending. The main character, Sayuri, ends up getting a Dana (a man who keeps her) with whom she's fallen in love. So, as it turns out, her fate of becoming a geisha, which was initially something against her will, turns out to be a blessing. In reality, some Japanese women chose ot be a geisha while others like Sayuri were forced into the lifestyle. A geisha is considered to be a living piece of art to be appreciated by a man of wealth. Therefore a geisha was more like a sophisticated mistress if she were able to obtain a dana. If she never obtained a dana, she was more like a sophisticated escort.
A geisha is an East Asian female role that is worth exploring in the classroom because it is a role that gave women power. However, it still put women in a place where she had to serve a man. This film also shows how female children could easily be purchased and used.
Movie Review-Kundun
I'm sorry to have to say this, but you must have been tired when you saw the film if you say you thought Mao and the Dalai Lama were acting as if though they were friends if you didn't know better...you missed the underlying tension between the two and it was obvious that they were individuals who held polar opposite beliefs and values.
Kundun is a fim created by Martin Scorcese which depicts the clash of the non-violent philosophy of the Buddist Monks against Mao and the rest of the world in the 1930's. To be more specific, the movie tells the story of the Fourteenth Dalai Lama.
The story begins with the discovery of the very young Dalai Lama by a traveling Buddist Monk who visits his house and asks for food as Buddist Monks are obligated to do. After meeting the child Dalai Lama (just a regular village boy at this point) the monks put the boy through a series of tests to determine if he is really truly the reincarnated Dalai Lama. The monks then take him to be their new spiritual and political leader. When the boy is taken to the capital to live the scenes become culturally rich and spiritually moving.
This movie preserves accurate details about the culture of Tibet with scenes that recreate the authentic music, spiritual cermonies and the language of the people of Tibet. Yes, there is one scene that is gruesome, with the dismembering of his father's body, but it was done to portray the way the body was disposed of. That scene is not the only scene where there is blood shed there are also thousands of dead monks in the movie.
This movie portrays the Dalai Lama's struggles to remain non-violent during a most challenging time in history. I enjoyed it and found it to be an educational and a cultural treat. I would like to see it again![Edit by="mdipaola on Jul 27, 12:12:31 AM"][/Edit]
[Edit by="mdipaola on Jul 27, 1:57:34 AM"][/Edit]
[Edit by="mdipaola on Jul 27, 1:58:58 AM"][/Edit]
Movie Review-Kundun
I'm sorry to have to say this, but you must have been tired when you saw the film if you say you thought Mao and the Dalai Lama were acting as if though they were friends if you didn't know better...you missed the underlying tension between the two and it was obvious that they were individuals with polar opposite beliefs and values.
Kundun is a film created by Martin Scorcese which depicts the clash of the non-violent philosophy of the Buddist Monks against Mao and the rest of the world in the 1930's. To be more specific, the movie tells the story of the Fourteenth Dalai Lama.
The story begins with the discovery of the very young Dalai Lama by a traveling Buddist Monk who visits the house of the boy and asks for food as Buddist Monks are obligated to do. After meeting the child Dalai Lama (just a regular village boy at this point) the monks put the boy through a series of tests to determine if he is really truly the reincarnated Dalai Lama. The monks then take the boy to be their new spiritual and political leader. When the boy is taken to the capital to live as the Dalai Lama the scenes become culturally rich and spiritually moving.
The movie preserves accurate details about the culture of Tibet with scenes that recreate the authentic music, spiritual cermonies and the language of the people of Tibet. Yes, there is one scene that is gruesome, with the dismembering of the Dalai Lama's father's deceased body, but it was done to portray the way the body would have typically been disposed of. That scene is not the only part of the movie where there is blood shed, there are also thousands of dead bloody monks in the movie.
This movie portrays the Dalai Lama's struggles to remain non-violent during a most challenging time in history. I enjoyed it and found it to be an educational and a cultural treat. I would like to see it again![Edit by="mdipaola on Jul 27, 1:48:00 AM"][/Edit]
[Edit by="mdipaola on Jul 27, 1:53:15 AM"][/Edit]
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